In understanding the nature of mathematical skills, the most influential theories suggest that
mathematical cognition draws on different systems: numerical, linguistic, spatial, and …

This study examines the direct and indirect effects of home numeracy and literacy
environment, and parental factors (parental reading and math difficulties, and parental …

The present study examines associations between learning difficulties (LD), academic
emotions, and academic achievement among 845 Grade 6 adolescents (455 girls, 390 …

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

Several studies have shown that rapid automatized naming (RAN) is a significant predictor
of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this …

Understanding number magnitude is an important prerequisite for children's mathematical
development. One early experience that contributes to this understanding is the common …

This study examined the identifiability and early cognitive and motivational markers of low
reading and arithmetic fluency. Comparisons of these characteristics between Finnish third …

A number of cognitive factors have been suggested to underlie development in reading and
arithmetic skills. Although the two domains are strongly linked, only a few studies have …

This study examines the core predictors of the covariance in reading and arithmetic fluency
and the domain‐general cognitive skills that explain the core predictors and covariance …

This study examined the extent to which reading and arithmetic skills show covariation at
Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and …