Reading and math tests differentially predict number transcoding and number fact speed longitudinally: A random intercept cross-lagged panel approach

Abstract

Children's early math abilities have been claimed to depend differentially on various cognitive competencies (e.g., core number skills, working memory, and general math and reading abilities). Clarifying the relative importance of these different cognitive markers in predicting key early math skills would provide a conceptual framework for understanding development of math competence. To this end, we assessed 267 six-year-olds' core number (dot enumeration, number comparison) abilities, visuospatial working memory, and standardized math and reading test performance, as well as their number fact retrieval speed and ability to transcode number strings (e.g., "4,073") at 6, 7, and 8 years. To m..