The primary purpose of this longitudinal correlational study was to examine relations
between phonological processing abilities and emerging individual differences in math …

The present study presents a meta-analysis of the relations between phonological
processing abilities and different mathematics subskills. Using a random-effects model with …

While there is evidence for an association between the development of reading and
arithmetic, the precise locus of this relationship remains to be determined. Findings from …

Previous studies on individual differences in mathematical abilities have shown that working
memory contributes to early arithmetic performance. In this study, we extended the …

A range of possible predictors of arithmetic and reading were assessed in a large sample
(N= 162) of children between ages 7 years 5 months and 10 years 4 months. A confirmatory …

The present longitudinal study was designed to investigate precursors of mathematics
achievement in children. A total of 72 children were tested at both the beginning and end of …

The present longitudinal study sought to investigate the impact of poor phonology on
children's mathematical status. From a screening sample of 256 five‐year‐olds, 82 children …

This longitudinal study explored the importance of kindergarten measures of phonological
awareness, working memory, and quantity–number competencies (QNC) for predicting …

Two important foundations for learning are language and executive skills. Data from a
longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 …

Results from a longitudinal correlational study of 244 children from kindergarten through 2nd
grade indicate that young children's phonological processing abilities are well-described by …