Reading to learn? The co-development of mathematics and reading during primary school.

Autor: Hübner N; Institute of Education, University of Tübingen, Tübingen, Germany., Merrell C; School of Education, Durham University, Durham, UK., Cramman H; School of Education, Durham University, Durham, UK., Little J; Centre for Evaluation and Monitoring, Cambridge University Press/Cambridge Assessment, Durham, UK., Bolden D; School of Education, Durham University, Durham, UK., Nagengast B; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.; Department of Education and the Brain & Motivation Research Institute (bMRI), Korea University, Seoul, Korea.
Jazyk: angličtina
Zdroj: Child development [Child Dev] 2022 Nov; Vol. 93 (6), pp. 1760-1776. Date of Electronic Publication: 2022 Jun 22.
DOI: 10.1111/cdev.13817
Abstrakt: 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.
(© 2022 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)
Databáze: MEDLINE
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