Reading to learn? The co-development of mathematics and reading during primary school.
Authors
Merrell, Christine
Cramman, Helen
Little, John
Publication Date
2022-11Journal Title
Child Dev
ISSN
0009-3920
Publisher
Wiley
Language
en
Type
Article
This Version
AO
VoR
Metadata
Show full item recordCitation
Hübner, N., Merrell, C., Cramman, H., Little, J., Bolden, D., & Nagengast, B. (2022). Reading to learn? The co-development of mathematics and reading during primary school.. Child Dev https://doi.org/10.1111/cdev.13817
Abstract
Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005-2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substantial statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were smaller for students with a higher prior performance in mathematics. The findings suggest that acquiring good reading skills is highly relevant for developing mathematics skills. Implications for theory and practice are discussed.
Keywords
Female, Humans, Male, Reading, Mathematics, Achievement, Learning, Schools
Sponsorship
Deutsche Forschungsgemeinschaft (ZUK 63)
Identifiers
cdev13817, 2021-0843.r3
External DOI: https://doi.org/10.1111/cdev.13817
This record's URL: https://www.repository.cam.ac.uk/handle/1810/338482
Rights
Licence:
http://creativecommons.org/licenses/by/4.0/
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