id: 06256256
dt: j
an: 2014b.00163
au: Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams,
Jeffrey M.; Taylor, Heather; Landry, Susan
ti: Longitudinal mediators of achievement in mathematics and reading in typical
and atypical development.
so: J. Exp. Child Psychol. 119, 1-16 (2014).
py: 2014
pu: Elsevier, Amsterdam
la: EN
cc: C31 C32 C41 C42 D72
ut: mathematics achievement; reading; cognitive correlates; longitudinal study;
neurodevelopmental disorder; mediation
ci:
li: doi:10.1016/j.jecp.2013.09.006
ab: Summary: Longitudinal studies of neurodevelopmental disorders that are
diagnosed at or before birth and are associated with specific learning
difficulties at school-age provide one method for investigating
developmental precursors of later-emerging academic disabilities. Spina
bifida myelomeningocele (SBM) is a neurodevelopmental disorder
associated with particular problems in mathematics, in contrast to
well-developed word reading. Children with SBM ($n=30$) and typically
developing children ($ n=35$) were used to determine whether cognitive
abilities measured at 36 and 60months of age mediated the effect of
group on mathematical and reading achievement outcomes at 8.5 and 9.5
years of age. A series of multiple mediator models showed that:
visual-spatial working memory at 36 months and phonological awareness
at 60 months partially mediated the effect of group on math
calculations, phonological awareness partially mediated the effect of
group on small addition and subtraction problems on a test of math
fluency, and visual-spatial working memory mediated the effect of group
on a test of math problem solving. Groups did not differ on word
reading, and phonological awareness was the only mediator for reading
fluency and reading comprehension. The findings are discussed with
reference to theories of mathematical development and disability and
with respect to both common and differing cognitive correlates of math
and reading.
rv: