Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

No abstract is available for this paper.

• Publication year

  2016

• Venue

  Child Development

• Publication date

  2016-03-01

• Fields of study

  Medicine, Education, Psychology

• Identifiers
  DOI 10.1111/cdev.12474PMID 26700885PMCID PMC4809764
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• Wechsler Abbreviated Scale of Intelligence--Second Edition

  2018influential reference
• Current Concepts In Dyslexia

  2016cited by this paper
• The influence of orthographic depth on reading networks in simultaneous biliterate children.

  2015cited by this paper
• Is Word-Problem Solving a Form of Text Comprehension?

  2015cited by this paper
• Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill.

  2014cited by this paper
• Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

  2014cited by this paper
• The correlation between reading and mathematics ability at age twelve has a substantial genetic component

  2014cited by this paper
• Hippocampal-neocortical functional reorganization underlies children's cognitive development

  2014cited by this paper
• State and Trait Effects on Individual Differences in Children’s Mathematical Development

  2014cited by this paper
• Neural predictors of individual differences in response to math tutoring in primary-grade school children

  2013cited by this paper
• Comorbidity Between Reading Disability and Math Disability

  2013cited by this paper
• At the Intersection of Math and Reading Disabilities

  2013cited by this paper
• Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement

  2013cited by this paper
• Counting and RAN: Predictors of Arithmetic Calculation and Reading Fluency.

  2013influential reference
• Classification and Identification of Reading and Math Disabilities

  2013cited by this paper
• Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.

  2012cited by this paper
• Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities.

  2012cited by this paper
• Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales.

  2012cited by this paper
• Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.

  2012cited by this paper
• Basic calculation proficiency and mathematics achievement in elementary school children.

  2011cited by this paper
• Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.

  2011cited by this paper
• Educational inequalities in mortality over four decades in Norway: prospective study of middle aged men and women followed for cause specific mortality, 1960-2000

  2010cited by this paper
• Intelligence, education, and mortality

  2010cited by this paper
• Understanding the Complex Etiologies of Developmental Disorders: Behavioral and Molecular Genetic Approaches

  2010cited by this paper
• Disabled Readers’ Performance on Tasks of Phonological Processing, Rapid Naming, and Letter Knowledge before and after Kindergarten

  2008cited by this paper
• Development of Sight Word Reading: Phases and Findings.

  2008cited by this paper
• Woodcock Diagnostic Reading Battery

  2008cited by this paper
• Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.

  2007cited by this paper
• School readiness and later achievement.

  2007influential reference
• Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill.

  2007influential reference
• What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension

  2006influential reference
• The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

  2006cited by this paper
• 'Generalist genes' and mathematics in 7-year-old twins.

  2005cited by this paper
• The Connections between Language and Reading Disabilities

  2005cited by this paper
• Developmental Changes in Reading and Reading Disabilities

  2005cited by this paper
• Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers

  2001cited by this paper
• The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades.

  2001influential reference
• Wide Range Achievement Test 3 ( wrat3 )

  2001influential reference
• Phonological short-term memory and new word learning in children.

  1997cited by this paper
• Children's Mathematical Development: Research and Practical Applications

  1996cited by this paper
• Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children.

  1992cited by this paper
• Rapid "automatized" naming (R.A.N): dyslexia differentiated from other learning disabilities.

  1976cited by this paper

• Domain-general and domain-specific cognitive factors mediating the relationship between math anxiety and mathematical performance in primary school children

  2026cites this paper
• The rapid automatized naming of quantities and its associations with the other RAN tasks and arithmetic and reading fluency in grades 3 to 6.

  2025cites this paper
• Cognitive predictors of reading-arithmetic associations and dissociations: A longitudinal study

  2025cites this paper
• The Interplay of Vocabulary, Working Memory, and Math Anxiety in Predicting Early Math Performance

  2025cites this paper
• Promotive and Protective Effects of Cognitive, Motivational, and Parental Factors on Reading Fluency and Reading Comprehension in Grade 9

  2025cites this paper
• The effect of executive functions on word reading among students with Chinese as a second language (CSL)

  2025cites this paper
• Longitudinal predictors of reading and arithmetic at different attainment levels

  2024cites this paper
• Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade

  2024cites this paper
• Cognitive Predictors of the Overlap of Reading and Math in Middle School.

  2024cites this paper
• Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency.

  2023cites this paper
• Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis

  2023cites this paper
• The structure correspondence hypothesis predicts how word and sentence in language correlate with term and principle in mathematics

  2023influential citation
• Relative Contributions of g and Basic Domain-Specific Mathematics Skills to Complex Mathematics Competencies.

  2023cites this paper
• The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school

  2023cites this paper
• Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

  2023cites this paper
• A-B-3—Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?

  2023cites this paper
• What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies

  2023cites this paper
• School-entry predictors of lower primary reading and mathematics achievement in Kenya

  2022cites this paper
• CLASSROOM LEARNING ENVIRONMENT AND STUDENT WRITING STRATEGY AS PREDICTORS OF READING COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS

  2022cites this paper
• Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence

  2022cites this paper
• Are Effective Teachers for Students With Disabilities Effective Teachers for All?

  2022cites this paper
• Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children

  2022cites this paper
• Learning a new geometric concept: The role of working memory and of domain‐specific abilities

  2021cites this paper
• The Impact of Comorbid Conditions on Reading Growth

  2021cites this paper
• Developmental changes in episodic memory across early- to mid-childhood: insights from a latent longitudinal approach

  2021cites this paper
• Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.

  2021cites this paper
• Inferencing Skill and Attentional Control Account for the Connection Between Reading Comprehension and Mathematics

  2021cites this paper
• Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens

  2021cites this paper
• Do Reading and Arithmetic Fluency Share the Same Cognitive Base?

  2021cites this paper
• The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach

  2021cites this paper
• Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency.

  2020cites this paper
• Early cognitive profiles predicting reading and arithmetic skills in grades 1 and 7

  2020cites this paper
• Domain-specific self-regulation contributes to concurrent but not later mathematics performance in elementary students

  2020cites this paper
• Developmental Dynamics Between Reading and Math in Elementary School.

  2020cites this paper
• Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills

  2020cites this paper
• Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

  2020cites this paper
• Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling

  2020cites this paper
• Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior

  2020cites this paper
• Cognitive and maths-specific predictors of fraction conceptual knowledge

  2019cites this paper
• Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement

  2019cites this paper
• Introduction: Cognitive Foundations for Improving Mathematical Learning

  2019cites this paper
• The Language Dimension of Mathematical Difficulties

  2019cites this paper
• The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective

  2019cites this paper
• Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science.

  2019cites this paper
• Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele

  2019cites this paper
• Contributions of Basic Cognitive Processing to Chinese Reading: The Mediation Effect of Basic Language Processing

  2019cites this paper
• Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school

  2019cites this paper
• Cognitive Ability and Math Computation Developmental Relations With Math Problem Solving: An Integrated, Multigroup Approach

  2019cites this paper
• A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills

  2019cites this paper
• Verbal counting skill predicts later math performance and difficulties in middle school

  2019cites this paper
• Cognitive factors predicting variation in arithmetic performance

  2019cites this paper
• The Critical Role of Word Reading as a Predictor of Response to Intervention

  2019cites this paper
• Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

  2019cites this paper
• Arithmetische Kompetenz und Rechenschwäche am Ende der Grundschulzeit. Die Rolle statusdiagnostischer und lernverlaufsbezogener Prädiktoren

  2019cites this paper
• Longitudinal Predictors of the Overlap between Reading and Math Skills.

  2018cites this paper
• Language challenges for students with mathematical difficulties – An overview on research results and instructional approaches

  2018cites this paper
• Cognitive precursors of word reading versus arithmetic competencies in young Chinese children.

  2018cites this paper
• Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

  2018cites this paper
• Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context

  2018cites this paper
• The relationship between learning mathematics and general cognitive ability in primary school

  2018cites this paper
• Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.

  2017cites this paper
• The Association Between Arithmetic and Reading Performance in School: A Meta-Analytic Study

  2017cites this paper
• Learning and Solving More Complex Problems: The Roles of Working Memory, Updating, and Prior Skills for General Mathematical Achievement and Algebra

  2017cites this paper
• Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

  2017cites this paper
• Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities.

  2017cites this paper
• Children’s visuospatial memory predicts mathematics achievement through early adolescence

  2017cites this paper
• Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children

  2017cites this paper
• Arithmetic in the developing brain: A review of brain imaging studies

  2017cites this paper
• The interplay between affective and cognitive factors in shaping early proficiency in mathematics

  2017cites this paper
• Neurodevelopmental Disorders as Model Systems for Understanding Typical and Atypical Mathematical Development

  2017cites this paper
• Executive Function Buffers the Association between Early Math and Later Academic Skills

  2017cites this paper
• The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.

  2016cites this paper
• Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement.

  2016cites this paper
• Mathematical Competence of a Child – Life Success of an Adult

  2016cites this paper
• Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities

  2016cites this paper
• Studies in Second Language Learning and Teaching

  year unknowncites this paper