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

• Koponen, Tuire ^[1] ; Eklund, Kenneth ^[1] ; Heikkilä, Riikka ^[1] ; Salminen, Jonna ^[1] ; Fuchs, Lynn ^[2] ; Fuchs, Douglas ^[2] ; Aro, Mikko ^[1]
  1. [1] University of Jyväskylä

     University of Jyväskylä

     Jyväskylä, Finlandia

     
  2. [2] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 1063-1080
• Idioma: inglés
• DOI: 10.1111/cdev.13287
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.