Cross-domain multivariate models showed mostly independent reading and math growth trajectories, with significant associations only between measures capturing similar skills¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The majority of cross-domain multivariate analyses revealed independent associations between reading and math developmental trajectories, suggesting domain-specific factors have greater influence than domain-general influences. → Little 2021

Evidence¶

Little 2021¶

Little, C. W., Lonigan, C. J., & Phillips, B. M. (2021). Differential Patterns of Growth in Reading and Math Skills during Elementary School. Journal of Educational Psychology, 113(3), 462-476. https://doi.org/10.1037/edu0000635

q3 · i? · associational · r2

Post-hoc multivariate latent-growth-curve models relating reading and math skills within K-2 and grades 3-5 in the same sample. The study reports mostly non-significant slope-slope correlations across domains; no effect size was printed.

"The majority of the multivariate analyses revealed independent associations between the developmental trajectories of reading and math skills, however, suggesting domain-specific factors may have a greater influence on development than domain-general influences"

Discussion¶

Related Claims¶

• No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills in this sample — related
• Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS — related