Cognitive predictors of the overlap of reading and math in middle school

Abstract

Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N = 212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math. Educational relevance statementMath and reading are related to one another, and both are predicted by multiple domains of cognition (e.g., language, attention, working memory). But we do not know whether/if these domains relate similarly to math and reading, or whether they explain why math and reading are related to each other. This study takes a step to doing so, which is important, because further understanding can inform interventions for students who struggle.