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| Autor/inn/en | Hübner, Nicolas; Merrell, Christine; Cramman, Helen; Little, John; Bolden, David; Nagengast, Benjamin |
|---|---|
| Titel | Reading to Learn? The Co-Development of Mathematics and Reading during Primary School |
| Quelle | In: Child Development, 93 (2022) 6, S.1760-1776 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hübner, Nicolas) ORCID (Bolden, David) ORCID (Nagengast, Benjamin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13817 |
| Schlagwörter | Elementary School Students; Foreign Countries; Reading Skills; Mathematics Skills; Skill Development; Mathematics Achievement; Reading Achievement; United Kingdom |
| Abstract | 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. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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