Reading and math tasks both depend on oral
language and code-related skills. Math and literacy share a persistent
bidirectional developmental relationship. Considerable evidence has
demonstrated that early reading predicts later math, but the opposite
relationship has also been reported. In the case of early math predicting later
reading skills, the extent to which this relationship can be accounted for
simply by the language load of early math tasks or reflects a unique
association is unclear. The present study examined whether the relationship
between early math and later reading skills is mediated by mathematical
language ability.
A total of 136 preschool children completed
measures of early numeracy skills and mathematical language, early literacy
skills (print knowledge, phonological awareness, definitional vocabulary), and
general cognitive ability at the beginning of the school year, and again about
5 months later. The mathematical language measure assessed comparative language
(e.g., combine, more) and spatial language (e.g., near, far). In multilevel
modelling, the relationship between early numeracy skills and later reading was
entirely mediated by mathematical language ability.
Although this study examines predictive
relationships over only a 5-month window, it does underscore the language load
of early mathematical tasks. The findings highlight the cross curricular impact
of language disorders.
Blogger: Lisa Archibald
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