Barnes MA, Raghubar KP, English L, Williams JM, Taylor H, Landry S. (2013) Longitudinal mediators of achievement in mathematics and reading in typical and atypical development. Journal of Expimental Child Psychology. 2014 Mar;119:1-16.
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 9.5years of age. A series of multiple
mediator models showed that: visual-spatial working memory at 36months
and phonological awareness at 60months 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.
doi: 10.1016/j.jecp.2013.09.006.
