We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (M age = 6.55 years, SD age = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains.

中文翻译：

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数学与阅读发展之间的联系：数字认知调解基础能力与后来的学术成果之间的关系。

我们检查了一年级认知预测因子（早期非语言推理、处理速度、听力理解、工作记忆、计算技能、单词问题解决、单词阅读流畅度、注意力行为和数字认知）与二年级学业成绩之间的纵向关系370 名儿童（研究开始时 M 年龄 = 6.55 岁，SD 年龄 = 0.33 岁）的（计算、单词问题解决和单词阅读），他们被确定为有数学障碍风险或无风险. 路径分析中介模型显示，在中间时间点评估的数字认知在处理速度、工作记忆、计算技能、单词问题解决和注意力行为对所有 3 个结果的影响中起到中介作用。