Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N = 212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math.

Educational relevance statement

Math and reading are related to one another, and both are predicted by multiple domains of cognition (e.g., language, attention, working memory). But we do not know whether/if these domains relate similarly to math and reading, or whether they explain why math and reading are related to each other. This study takes a step to doing so, which is important, because further understanding can inform interventions for students who struggle.

中文翻译：

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中学阅读和数学重叠的认知预测因素

众所周知，数学和阅读技能是相关的，并且每种技能的预测因素都经过了深入研究。人们不太了解的是，这些预测因素在多大程度上是独特的和集体的，彼此重叠，对不同的学术技能有不同的重要性，并解释了数学和阅读的重叠。我们使用潜在变量以及定时和不定时的成就技能，在 高危中学生样本 ( N = 212) 中检查了来自四个领域（工作记忆、处理速度、注意力和语言）的 20 个潜在预测因子，其中一半是英语学习者。预测因素约占成就技能重叠的一半，这表明其他因素（例如特定领域技能）也可能与重叠相关。我们还发现了一些差异预测（阅读语言，数学工作记忆）。目前的结果扩展并完善了我们对这些认知预测因子对阅读和数学的贡献的理解。

教育相关性声明

数学和阅读彼此相关，并且两者都是由多个认知领域（例如语言、注意力、工作记忆）预测的。但我们不知道这些领域是否/是否与数学和阅读有类似的关系，或者它们是否解释了为什么数学和阅读彼此相关。这项研究在这方面迈出了一步，这一点很重要，因为进一步的了解可以为有困难的学生提供干预措施。