Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

Mercedes Spencer*, Lynn S. Fuchs, David C. Geary, Douglas Fuchs

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning,processing speed, listening comprehension, working memory, calculation skill, word-problemsolving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academicoutcomes (calculations, word-problem solving, and word reading) in 370 children (Mage = 6.55 years,SDage = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematicsdisability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediarytimepoint, mediated the effects of processing speed, working memory, calculation skill,word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple earlydomain-general cognitive abilities are related to later mathematics and reading outcomes and that numericalcognition processes, which may track ease of forming symbol-concept associations, predictlater performance across both academic domains.

Original languageEnglish (US)
Pages (from-to)273-288
Number of pages16
JournalJournal of Educational Psychology
Volume114
Issue number2
DOIs
StatePublished - 2022

Keywords

  • Calculations
  • Longitudinal development
  • Mediation
  • Reading
  • Word problems

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes'. Together they form a unique fingerprint.

Cite this