Mathematical performance predicts progress in reading comprehension among 7-year olds |
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| Authors: | Marja-Kristiina Lerkkanen Helena Rasku-Puttonen Kaisa Aunola Jari-Erik Nurmi |
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| Institution: | (1) Directions Evidence and Policy Research Group, 1055 Dunsmuir, Suite 1254, Four Bentall Centre, P.O. Box 48448, Vancouver, BC, V7X 1A2, Canada;(2) Adolescent Biliteracy Development, Department of Human Development and Applied Psychology, The Ontario Institute for Studies in Education, Hincks-Dellcrest Centre/Institute, Department of Psychiatry, University of Toronto, 252 Bloor St, West Toronto, ON, M5S 1V6, Canada;(3) Department of Human Development and Applied Psychology, The Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St, West Toronto, ON, M5S 1V6, Canada |
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| Abstract: | 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. |
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