6533b821fe1ef96bd127c128
RESEARCH PRODUCT
Mathematical performance predicts progress in reading comprehension among 7-year olds
Jari-erik NurmiKaisa AunolaHelena Rasku-puttonenMarja-kristiina Lerkkanensubject
Longitudinal studyMathematical performancemedia_common.quotation_subjectEducational psychologyAcademic achievementEducationDevelopmental psychologyPerceptual Motor CoordinationReading comprehensionReading (process)Mathematical skillDevelopmental and Educational PsychologyMathematics educationPsychologymedia_commondescription
The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2005-06-01 | European Journal of Psychology of Education |