Abstract
This study investigated the underlying cognitive abilities which are related to both fluency in reading and arithmetic across different developmental phases of their acquisition. An unselected sample of children in first (N = 83), second (N = 66), and third (N = 67) grades completed several reading and arithmetic fluency tasks, as well as rapid automatized naming (RAN), working memory (WM), and inhibition measures. The results of a stepwise regression analysis revealed differences in the predictive models of fluency in both academic domains in first grade. However, similar patterns were found in the second and third grades. Specifically, in first grade reading fluency was predicted by inhibition and WM, while arithmetic fact fluency was predicted by RAN and WM. In contrast, in second grade both types of fluency were predicted by RAN and WM, and in third grade only RAN was found to be a predictor. Alongside the gradual reduction in the cognitive components participating in reading and arithmetic fluency, the results of the present study suggest that both fluencies share the same underlying cognitive mechanisms. Practical implications of the current results are discussed.
Highlights
Mathematical and language abilities are mostly considered two separate fields in the scientific literature and school curricula, there is strong scientific evidence for a close connection between them
In order to limit the effect of these factors, the present study focused on the development of word reading fluency through the pointed Hebrew script in which the students mostly exposed to during the first 3 years of elementary education
This study addressed the following two research questions: (1) What are the connections between reading and arithmetic fact fluency among children at different stages of development, from the first grade till the third grade, and do the connections remain the same or change with the development of these abilities? Drawing on evidence from previous work (Koponen et al, 2007, 2016), we expected to find a systematic correlation among these abilities in first, second, and third grades
Summary
Mathematical and language abilities are mostly considered two separate fields in the scientific literature and school curricula, there is strong scientific evidence for a close connection between them (for a meta-analysis: Singer and Strasser, 2017). In today’s fastpaced society, the ability to read fluently and to perform basic calculations are essential abilities required for everyday life activities. The importance of these abilities is manifested in overall academic development and achievements (Price et al, 2013; Ruddy et al, 2018). A deep empirical examination revealed that only a small set of studies focused on fluency from a cross-domain perspective (e.g., Koponen et al, 2013). The majority of those studies referred to this construct as part of a wide range of skills (e.g., Van der Sluis et al, 2007). Less is known concerning the developmental trajectories of the association between reading fluency and arithmetic fact
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