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RESEARCH PRODUCT

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

Jonna SalminenLynn S. FuchsTuire KoponenRiikka HeikkiläMikko AroDouglas FuchsKenneth Eklund

subject

Malemedia_common.quotation_subjectNeuropsychological TestsSerial Learning050105 experimental psychologyMemorizationEducationFluencyPhonological awarenessReading (process)ComputingMilieux_COMPUTERSANDEDUCATIONDevelopmental and Educational PsychologyHumans0501 psychology and cognitive sciencesCognitive skillArithmeticChildRapid automatized namingmedia_common05 social sciencesCognitionCovarianceReadingMental RecallPediatrics Perinatology and Child HealthFemalePsychologyMathematics050104 developmental & child psychology

description

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.

yearjournalcountryeditionlanguage
2019-07-12Child Development
https://doi.org/10.1111/cdev.13287