Reading to Learn? The Co-Development of Mathematics and Reading during Primary School
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| Title: | Reading to Learn? The Co-Development of Mathematics and Reading during Primary School |
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| Language: | English |
| Authors: | Hübner, Nicolas (ORCID |
| 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 |
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