No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills in this sample¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The authors conclude there was not substantial evidence supporting any single developmental model for reading or math skills. → 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
Authors' conclusion from the latent-growth-curve analyses of reading and math trajectories across K-5 in a single sample of 921 children. This is the discussion's summary interpretation of the pattern of slope-intercept correlations and slope variances across measures.
"We conclude that there was not substantial evidence in support of any clear patterns of cumulative, compensatory, or stable development for either reading-related or math skills, indicating that within domains there also may be contextual factors which differentially influenced developmental trends"
Discussion¶
Related Claims¶
- Cross-domain multivariate models showed mostly independent reading and math growth trajectories, with significant associations only between measures capturing similar skills — related
- Math fluency in grades 3-5 showed a cumulative growth pattern with a small significant positive intercept-slope correlation — reports the opposite
- Kindergarten-to-fifth-grade slope-intercept correlations varied across reading measures, showing cumulative, compensatory, and stable patterns for different measures — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-clear-developmental-pattern-reading-math |
title |
No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills in this sample |
description |
No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills in this sample |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — little-2021 |
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