Paul T. Cirino|Amanda Child|Kelly T. Macdonald
Longitudinal predictors of the overlap between reading and math skills
University of Houston|University of Houston|University of Houston
predictors developing reading skill well known increasing coherence around predictors developing math well achievement skills share strong relations less knowledge available regarding extent predictors overlap predict one another particularly longitudinally across different types reading math followed kindergarten students n 193 one year evaluating range relevant predictor skills kindergarten range relevant achievement outcomes core fluency complex reading math grade 1 predictors differentially predicted math versus reading exception phonological awareness rapid naming reading counting knowledge math pattern similar core fluency outcomes relative complex ones small set predictors accounted much overlap among math reading outcomes regardless type core fluency complex results potential inform development early screening tools consider achievement domains simultaneously support importance following students identified atrisk one domain performance domains