View in EDS HTML Full Text PDF Full Text

Timed and untimed writing and math: shared and differential cognitive predictors in primary school.

Saved in:
Bibliographic Details
Title: Timed and untimed writing and math: shared and differential cognitive predictors in primary school.
Authors: Salentine, Cassidy M. (AUTHOR), Bick, Johanna (AUTHOR), Woods, Steven P. (AUTHOR), Cirino, Paul T. (AUTHOR)
Source: Child Neuropsychology. Nov2025, Vol. 31 Issue 8, p1232-1256. 25p.
Subjects: Phonological awareness, Mathematics, Fine motor ability, Writing education, Academic achievement, Psychological factors, Short-term memory
Abstract: The relationship between writing and math achievement is not well understood. Phonological awareness (PA), working memory (WM), and fine motor skills (FMS) have been individually linked to theories of writing and math, yet are rarely considered together. The current study evaluates the shared cognitive factors underlying writing and math performance, both timed (e.g. fluency/automaticity) and untimed (e.g. spelling and math computation). It does so among third- through fifth-graders (n = 677) who vary in academic abilities. Results revealed differential relationships. WM had a stronger effect on writing than math for timed but not untimed outcomes. PA had a stronger effect on writing compared to math for both timed and untimed outcomes. PA also had a stronger effect on untimed math compared to timed math. Further, WM fully mediated the relationship between FMS and untimed writing but only partially mediated the relationship between FMS and other academic outcomes. Additionally, PA partially mediated the relationship between WM and all writing and math skills These findings underscore the relevance of FMS, WM, and PA in both writing and math achievement, separately and together. These findings additionally provide guidance for developing a firmer theoretical and empirical understanding of the interrelations of writing and math. [ABSTRACT FROM AUTHOR]
Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 188762959
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Timed and untimed writing and math: shared and differential cognitive predictors in primary school.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Salentine%2C+Cassidy+M%2E%22">Salentine, Cassidy M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bick%2C+Johanna%22">Bick, Johanna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Woods%2C+Steven+P%2E%22">Woods, Steven P.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cirino%2C+Paul+T%2E%22">Cirino, Paul T.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Nov2025, Vol. 31 Issue 8, p1232-1256. 25p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Fine+motor+ability%22">Fine motor ability</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The relationship between writing and math achievement is not well understood. Phonological awareness (PA), working memory (WM), and fine motor skills (FMS) have been individually linked to theories of writing and math, yet are rarely considered together. The current study evaluates the shared cognitive factors underlying writing and math performance, both timed (e.g. fluency/automaticity) and untimed (e.g. spelling and math computation). It does so among third- through fifth-graders (n = 677) who vary in academic abilities. Results revealed differential relationships. WM had a stronger effect on writing than math for timed but not untimed outcomes. PA had a stronger effect on writing compared to math for both timed and untimed outcomes. PA also had a stronger effect on untimed math compared to timed math. Further, WM fully mediated the relationship between FMS and untimed writing but only partially mediated the relationship between FMS and other academic outcomes. Additionally, PA partially mediated the relationship between WM and all writing and math skills These findings underscore the relevance of FMS, WM, and PA in both writing and math achievement, separately and together. These findings additionally provide guidance for developing a firmer theoretical and empirical understanding of the interrelations of writing and math. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188762959
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09297049.2025.2477733
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 1232
    Subjects:
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Fine motor ability
        Type: general
      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Psychological factors
        Type: general
      – SubjectFull: Short-term memory
        Type: general
    Titles:
      – TitleFull: Timed and untimed writing and math: shared and differential cognitive predictors in primary school.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Salentine, Cassidy M.
      – PersonEntity:
          Name:
            NameFull: Bick, Johanna
      – PersonEntity:
          Name:
            NameFull: Woods, Steven P.
      – PersonEntity:
          Name:
            NameFull: Cirino, Paul T.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 09297049
          Numbering:
            – Type: volume
              Value: 31
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Child Neuropsychology
              Type: main
ResultId 1