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Lerkkanen Marja-Kristina, Rasku-Puttonen Helena, Aunola Kaisa & Nurmi Jari-Erik (2005). « Mathematical performance predicts progress in reading comprehension among 7-year olds ». European Journal of Psychology of Education, vol. 20, n° 2, p. 121–137. 
Added by: Feyfant Annie (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Agnès Cavet (12 Dec 2006 15:24:08 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Lerkkanen2005
Categories: Apprentissages et psychologie
Keywords: apprentissage, mathématiques, psychologie de l'éducation
Creators: Aunola, Lerkkanen, Nurmi, Rasku-Puttonen
Collection: European Journal of Psychology of Education
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Abstract     
The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years I and 2. At the beginning of Year 1, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school.
Added by: Feyfant Annie  Last edited by: Agnès Cavet
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