ArticleThe British journal of developmental psychology2026
The development of number reading: Fifth-grade children show adult-like visual analysis of digit strings.
Article in The British journal of developmental psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
- Reading numbers is hard, and the difficulty is a syntactic one: a descriptive analysis of number-reading patterns in readers with and without dysnumeria.Cognitive research: principles and implications · 2025Article
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Authors and funding
3 authors.
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Abstract
The ability to read and write multi-digit numbers is increasingly recognised as a critical component of mathematical literacy. Previous studies showed that this skill takes years to develop, and children are not fluent even by the fourth grade. Here, we examined fifth-grade children as they read aloud briefly presented digit strings. They were no less accurate than adults. Moreover, several of their number reading patterns resembled those of adults, indicating adult-like functioning of the visual analyzer - the cognitive process that parses digit strings. Specifically, the children scanned digits from left to right, showed an advantage for outer digits over inner digits and demonstrated a dissociation between digit identification and position encoding. These findings indicate that by the fifth grade, children not only exhibit task proficiency in number reading, but they also rely on cognitive processes that are already mature in key aspects.
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