Kristina Moll|Margaret J. Snowling|Silke M. Göbel|Charles Hulme
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
Ludwig-Maximilians-Universität München|University of York|University College London
two important foundations learning language executive skills data longitudinal study tracking development 93 children familyrisk dyslexia 76 controls used investigate influence skills development arithmetic twogroup longitudinal path model assessed relationships language executive skills 34 years verbal number skills counting number knowledge phonological processing skills 45 years written arithmetic primary school cognitive processes accounted variability arithmetic skills groups early language executive skills predicted variations preschool verbal number skills turn predicted arithmetic skills school contrast phonological awareness predictor later arithmetic skills results suggest verbal executive processes provide foundation verbal number skills turn influence development formal arithmetic skills problems early language development may explain comorbidity reading mathematics disorder