ArticleFrontiers in psychology2021
The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Searching for the Ideal Selection of Cognitive Screening Tasks for Early Detection of Cognitive Decline in Older Individuals With Low Literacy.Psychogeriatrics : the official journal of the Japanese Psychogeriatric Society · 2026Article
- Deep learning-driven dyslexia detection model using multi-modality data.PeerJ. Computer science · 2024Article
- A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?PloS one · 2023Article
- 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
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Authors and funding
3 authors.
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Abstract
Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math (counting, number sense, and number system knowledge). We also included measures of phonological awareness and working memory (WM). Two approaches were undertaken to elucidate the relations of the cognitive skills with math and reading. In the first approach, we examined the unique contributions of math and reading ability, as well as their interaction, to each cognitive ability. In the second approach, the cognitive abilities were taken to predict math and reading. Results from the first set of analyses showed specific effects of math on number sense and number system knowledge, whereas counting was affected by both math and reading. No math-by-reading interactions were observed. In contrast, for phonological awareness, an interaction of math and reading was found. Lower performing children on both math and reading performed disproportionately lower. Results with respect to the second approach confirmed the specific relation of counting, number sense, and number system knowledge to math and the relation of counting to reading but added that each math-related marker contributed independently to math. Following this approach, no unique effects of phonological awareness on math and reading were found. In all, the results show that math is specifically related to counting, number sense, and number system knowledge. The results also highlight what each approach can contribute to an understanding of the relations of the various cognitive correlates with reading and math.
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