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dc.contributor.authorHübner, Nicolas
dc.contributor.authorMerrell, Christine
dc.contributor.authorCramman, Helen
dc.contributor.authorLittle, John
dc.contributor.authorBolden, David
dc.contributor.authorNagengast, Benjamin
dc.date.accessioned2022-06-29T19:44:33Z
dc.date.available2022-06-29T19:44:33Z
dc.date.issued2022-06-22
dc.identifier.issn0009-3920
dc.identifier.othercdev13817
dc.identifier.other2021-0843.r3
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/338482
dc.description.abstractUnderstanding 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.
dc.languageen
dc.publisherWiley
dc.subjectEMPIRICAL ARTICLE
dc.subjectEMPIRICAL ARTICLES
dc.titleReading to learn? The co-development of mathematics and reading during primary school.
dc.typeArticle
dc.date.updated2022-06-29T19:44:32Z
prism.publicationNameChild Dev
dc.identifier.doi10.17863/CAM.85895
rioxxterms.versionofrecord10.1111/cdev.13817
rioxxterms.versionAO
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidHübner, Nicolas [0000-0003-3528-8086]
dc.contributor.orcidBolden, David [0000-0002-2717-7266]
dc.contributor.orcidNagengast, Benjamin [0000-0001-9868-8322]
dc.identifier.eissn1467-8624
pubs.funder-project-idDeutsche Forschungsgemeinschaft (ZUK 63)
cam.issuedOnline2022-06-22


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