This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual differences were present for early math growth and significant individual differences were present in late elementary-school. No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills. These differing growth patterns highlight developmental complexities and suggest domain-specific differences in achievement growth that are potentially associated with contextual factors.

中文翻译：

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小学期间阅读和数学技能的不同增长模式。

本研究使用潜在增长曲线分析在单个样本中跨多个学术技能、度量和多个时间段调查阅读和数学的发展轨迹。与阅读相关的成长在小学早期表现为显着的个体差异，而在小学晚期则表现为非显着的个体差异。对于与数学相关的技能，早期数学成长存在不显着的个体差异，而在小学后期则存在显着的个体差异。无论是阅读相关的技能还是数学技能，都没有出现明显的累积、补偿或稳定发展模式。