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Mathematical performance predicts progress in reading comprehension among 7-year olds

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Abstract

The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school.

Résumé

Le but de cette étude à long terme était de rechercher les relations entre la performance mathématique et la compréhension écrite pendant la première et la seconde année de l’école primaire. La performance mathématique et la compréhension écrite de 114 enfants parlant le finnois comme langue maternelle ont été étudiées six fois pendant les deux premières années à l’école. Les connaissances mathématiques itinéraires et la compétence écrite, l’habileté générale de conceptualisation et les compétences visuelles et motrices ont étés étudiés au début de la première année scolaire. Les résultats ont montré que premièrement les mathématiques et la compréhension écrite s’associaient pendant les deux premières années scolaires. Deuxièmement, la performance mathématique prédit la compréhension écrite ultérieure pendant la première année scolaire plutôt que vice versa. Les résultats suggèrent qu’il est important d’accorder de l’intérêt dans une plus grande mesure au rôle des cónnaissances mathématiques quand les enfants commencent l’école.

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Authors and Affiliations

  1. Department of Teacher Education, University of Jyväskylä, P.O. Box 35, FIN-40014, Jyväskylä, Finland

    Marja-Kristiina Lerkkanen, Helena Rasku-Puttonen, Kaisa Aunola & Jari-Erik Nurmi

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  1. Marja-Kristiina Lerkkanen
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  2. Helena Rasku-Puttonen
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  3. Kaisa Aunola
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Correspondence to Marja-Kristiina Lerkkanen.

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Lerkkanen, MK., Rasku-Puttonen, H., Aunola, K. et al. Mathematical performance predicts progress in reading comprehension among 7-year olds. Eur J Psychol Educ 20, 121–137 (2005). https://doi.org/10.1007/BF03173503

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