| Title: |
Reading to Learn? The Co-Development of Mathematics and Reading during Primary School |
| Language: |
English |
| Authors: |
Hübner, Nicolas (ORCID 0000-0003-3528-8086); Merrell, Christine; Cramman, Helen; Little, John; Bolden, David (ORCID 0000-0002-2717-7266); Nagengast, Benjamin (ORCID 0000-0001-9868-8322) |
| Source: |
Child Development. Nov-Dec 2022 93(6):1760-1776. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Elementary School Students; Foreign Countries; Reading Skills; Mathematics Skills; Skill Development; Mathematics Achievement; Reading Achievement |
| Geographic Terms: |
United Kingdom |
| DOI: |
10.1111/cdev.13817 |
| ISSN: |
0009-3920; 1467-8624 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1354252 |
| Database: |
ERIC |