ArticleContemporary educational psychology2018
Longitudinal Predictors of the Overlap between Reading and Math Skills.
Article in Contemporary educational psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers, 1 of them a synthesis that pooled it.
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Who cites it
25 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Examination of common and unique brain regions for atypical reading and math: a meta-analysis.Cerebral cortex (New York, N.Y. : 1991) · 2023Pooled it
- The Critical Role of Word Reading as a Predictor of Response to Intervention.Journal of learning disabilitiesTrial
- The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.Developmental cognitive neuroscience · 2026Review
- Article
- How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach.Developmental psychology · 2024Article
- Bridging the Connection between Fluency in Reading and Arithmetic.Behavioral sciences (Basel, Switzerland) · 2024Article
- Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons.Cognitive processing · 2024Article
- Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- Framing Executive Function as a Construct and its Relation to Academic Achievement.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement.Behavioral sciences (Basel, Switzerland) · 2023Article
- Verbal, Figural, and Arithmetic Fluency of Children with Cochlear Implants.Behavioral sciences (Basel, Switzerland) · 2023Article
- A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?PloS one · 2023Article
- Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments.Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children · 2022Article
- Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory.Journal of educational psychology · 2021Article
- Developmental dynamics between reading and math in elementary school.Developmental science · 2021Article
- Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers.Frontiers in psychology · 2021Article
- Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years.Frontiers in psychology · 2021Article
- Tracking Familial History of Reading and Math Difficulties in Children's Academic Outcomes.Frontiers in psychology · 2021Article
- The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
The predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in kindergarten, and a range of relevant achievement outcomes (core, fluency, complex) of reading and math in grade 1. Few predictors differentially predicted math versus reading with some exception (phonological awareness and rapid naming for reading; counting knowledge for math). The pattern was more similar for core and fluency outcomes relative to complex ones. A small set of predictors accounted for much of the overlap among math and reading outcomes, regardless of type (core, fluency, or complex). Results have the potential to inform the development of early screening tools to consider both achievement domains simultaneously, and support the importance of following students identified as at-risk in one domain for their performance in both domains.
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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.