Reading to learn? The co‐development of mathematics and reading during primary school-Reference-Cited by-同舟云学术

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Reading to learn? The co‐development of mathematics and reading during primary school

Published:2022-06-22 Issue:6 Volume:93 Page:1760-1776
ISSN:0009-3920
Container-title:Child Development
language:en
Short-container-title:Child Development

Author:

Hübner Nicolas¹^ORCID,Merrell Christine²,Cramman Helen²,Little John³,Bolden David²^ORCID,Nagengast Benjamin⁴⁵^ORCID

Affiliation:

1. Institute of Education University of Tübingen Tübingen Germany

2. School of Education Durham University Durham UK

3. Centre for Evaluation and Monitoring Cambridge University Press/Cambridge Assessment Durham UK

4. Hector Research Institute of Education Sciences and Psychology University of Tübingen Tübingen Germany

5. Department of Education and the Brain & Motivation Research Institute (bMRI) Korea University Seoul Korea

Funder

Deutsche Forschungsgemeinschaft

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.13817

Reference51 articles.

1. Reliability as a measurement design effect

2. Verbal Factors and Mathematics Learning: A Review of Research

3. Equivalent approaches to dealing with unobserved heterogeneity in cross-lagged panel models? Investigating the benefits and drawbacks of the latent curve model with structured residuals and the random intercept cross-lagged panel model.

4. Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model.

5. On the Practical Interpretability of Cross-Lagged Panel Models: Rethinking a Developmental Workhorse

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4. A systematic literature review of math interventions across educational settings from early childhood education to high school;Frontiers in Education;2023-12-14

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