ArticleJournal of experimental child psychology2014
Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.
Article in Journal of experimental child psychology, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The association between working memory and mathematical problem solving: A three-level meta-analysis.Frontiers in psychology · 2023Pooled it
- Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy.The British journal of educational psychology · 2025Article
- The relationship between phonological processing and arithmetic in children with learning disabilities.Developmental science · 2023Article
- A scoping review of cognition in spina bifida and its consequences for activity and participation throughout life.Acta paediatrica (Oslo, Norway : 1992) · 2022Article
- Cognitive functions mediate the effect of preterm birth on mathematics skills in young children.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2020Article
- Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.The Clinical neuropsychologist · 2017Review
- Functional neuroanatomy of arithmetic and word reading and its relationship to age.NeuroImage · 2016Article
- Article
- Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.Neuropsychology · 2015Article
- NUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLS.Learning and individual differences · 2014Article
- A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills.Journal of learning disabilitiesArticle
- Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness.Journal of learning disabilitiesArticle
- Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading.
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Registered trials
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