ArticleChild development
Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?
Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 31 papers.
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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.
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Who cites it
31 citing papers in PubMed.
- The Critical Role of Word Reading as a Predictor of Response to Intervention.Journal of learning disabilitiesTrial
- Changes in Academic Standardized Testing After Pediatric Intensive Care.JAMA network open · 2026Article
- Domain-general and domain-specific cognitive factors mediating the relationship between math anxiety and mathematical performance in primary school children.Scientific reports · 2026Article
- The Interplay of Vocabulary, Working Memory, and Math Anxiety in Predicting Early Math Performance.Journal of Intelligence · 2025Article
- The structure correspondence hypothesis predicts how word and sentence in language correlate with term and principle in mathematics.Cognitive processing · 2024Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?PloS one · 2023Article
- Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence.Journal of Intelligence · 2022Article
- Developmental changes in episodic memory across early- to mid-childhood: insights from a latent longitudinal approach.Memory (Hove, England) · 2022Article
- Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.Journal of educational psychology · 2022Article
- Learning a new geometric concept: The role of working memory and of domain-specific abilities.The British journal of educational psychology · 2021Article
- Developmental dynamics between reading and math in elementary school.Developmental science · 2021Article
- Inferencing Skill and Attentional Control Account for the Connection Between Reading Comprehension and Mathematics.Frontiers in psychology · 2021Article
- The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.Frontiers in psychology · 2021Article
- Do Reading and Arithmetic Fluency Share the Same Cognitive Base?Frontiers in psychology · 2021Article
- Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior.Frontiers in psychology · 2020Article
- Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science.New directions for child and adolescent development · 2019Article
- The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective.Frontiers in psychology · 2019Article
- Longitudinal Predictors of the Overlap between Reading and Math Skills.Contemporary educational psychology · 2018Article
- Arithmetic in the developing brain: A review of brain imaging studies.Developmental cognitive neuroscience · 2018Review
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition retrieval (end of second grade), and calculations and word reading (end of third grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly contributed to both outcomes, via retrieval. However, there was no overlap in domain-general direct effects on calculations (attentive behavior, reasoning, working memory) versus word reading (language, phonological memory, RAN). Results suggest ease of forming associative relations and abilities engaged during the formation of these long-term memories are common to both outcomes and can be indexed by addition-fact retrieval, but further growth in calculations and word reading is driven by different constellations of domain-general abilities.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.