Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005–2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substantial statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were smaller for students with a higher prior performance in mathematics. The findings suggest that acquiring good reading skills is highly relevant for developing mathematics skills. Implications for theory and practice are discussed.

中文翻译：

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读书是为了学习？小学数学与阅读的共同发展

从理论和教学的角度来看，理解早期阅读和数学如何共同发展是很重要的。先前的研究提供了不同的结果。本文调查了N个纵向样本中阅读和数学的发展 = 355,883 名来自英国的学生（2005-2019 年），年龄在 5 到 12 岁之间（49% 是女生）。结果表明这两个领域的发展之间存在正相关关系。此外，先前的阅读成绩与随后的数学成绩变化之间存在显着的统计学显着正相关，而对于先前数学成绩较高的学生，阅读的变化较小。研究结果表明，获得良好的阅读技能与发展数学技能高度相关。讨论了对理论和实践的影响。