There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading and arithmetic. In this study, we examine this hypothesis in a sample traced longitudinally from preschool to first grade (N = 259). The results show that phonological awareness does not explain development in arithmetic, but that there is an indirect effect between phoneme awareness in preschool and arithmetic in first grade via phoneme awareness in first grade. This effect is, however, weak and restricted to verbal arithmetic and not arithmetic fluency. This finding is only partly in line with other studies, and a reason could be that this study more strongly controls for confounders and previous skills than other studies.

中文翻译：

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数学和阅读问题之间的共病：语音处理是一个相互因素吗？

阅读和数学技能之间存在关系，阅读和数学障碍之间也存在共病。这种共病的一个共同基础可能是语音表征的质量对于早期阅读和算术都很重要。在本研究中，我们通过从学前班到一年级纵向追踪的样本（N = 259）检验了这一假设。结果表明，语音意识并不能解释算术的发展，但学前班的音素意识和一年级的算术之间通过一年级的音素意识存在间接影响。然而，这种效果很弱，并且仅限于口头算术而不是算术流利度。这一发现仅部分与其他研究一致，原因可能是该研究比其他研究更强有力地控制了混杂因素和先前的技能。