ArticleJournal of educational psychology2021
Differential Patterns of Growth in Reading and Math Skills during Elementary School.
Article in Journal of educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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
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Who cites it
7 citing papers in PubMed.
- Developmental Change in Associations Between Mental Health and Academic Ability Across Grades in Adolescence: Evidence from IRT-Based Vertical Scaling.Behavioral sciences (Basel, Switzerland) · 2026Article
- Predictors of Academic Performance Trajectories Across Early and Middle Adolescence: Links with Internalizing and Externalizing Problems.Journal of youth and adolescence · 2025Article
- Performance- and report-based measures of executive function as predictors of children's academic skills.Neuropsychology · 2025Article
- Different associations of parental involvement with children's learning of Chinese, English, and math: a three-wave longitudinal study.European journal of psychology of education = Journal europeen de psychologie de l'education · 2023Article
- Specificity, Co-Occurrence, and Growth: Math and Reading Skill Development in Children With Learning Disabilities.Journal of learning disabilitiesArticle
- Unique Components of Preschool Children's Externalizing Behaviors that Relate to the Development of Early-Literacy Skills: Comparing Teacher and Parent Report.Early childhood research quarterlyArticle
- Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status.Journal of learning disabilitiesArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual differences were present for early math growth and significant individual differences were present in late elementary-school. No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills. These differing growth patterns highlight developmental complexities and suggest domain-specific differences in achievement growth that are potentially associated with contextual factors.
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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.