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dc.contributor.authorKorpipää, Heidi
dc.contributor.authorKoponen, Tuire
dc.contributor.authorAro, Mikko
dc.contributor.authorTolvanen, Asko
dc.contributor.authorAunola, Kaisa
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2017-07-31T10:03:18Z
dc.date.available2019-06-30T21:35:38Z
dc.date.issued2017
dc.identifier.citationKorpipää, H., Koponen, T., Aro, M., Tolvanen, A., Aunola, K., Poikkeus, A.-M., Lerkkanen, M.-K., & Nurmi, J.-E. (2017). Covariation between reading and arithmetic skills from grade 1 to grade 7. <i>Contemporary Educational Psychology</i>, <i>51</i>, 131-140. <a href="https://doi.org/10.1016/j.cedpsych.2017.06.005" target="_blank">https://doi.org/10.1016/j.cedpsych.2017.06.005</a>
dc.identifier.otherCONVID_27096065
dc.identifier.otherTUTKAID_74312
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/54951
dc.description.abstractThis study examined the extent to which reading and arithmetic skills show covariation at Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and to what extent different antecedents will predict these time-invariant and time-specific portions of the covariation. The reading and arithmetic skills of a total of 1335 Finnish children were assessed at the end of Grade 1 and then again at the end of Grade 7. Phonological awareness, letter knowledge, rapid automatized naming (RAN), counting, and parental education levels were measured in kindergarten; working memory at Grade 1 and nonverbal reasoning at Grade 3. The results showed that reading and arithmetic had a substantial amount of covariation at grades 1 and 7, and that most of the covariation between these grades was time-invariant and could be predicted by RAN, counting, letter knowledge, working memory, and nonverbal reasoning. The time-specific portion of the covariation between reading and arithmetic in Grade 1 was predicted by phonological awareness, letter knowledge, and counting; while time-specific covariation in Grade 7 was predicted by parental education level and nonverbal reasoning.
dc.language.isoeng
dc.publisherAcademic Press
dc.relation.ispartofseriesContemporary Educational Psychology
dc.subject.othercovariation
dc.subject.otherdevelopment
dc.titleCovariation between reading and arithmetic skills from grade 1 to grade 7
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201707183315
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-07-18T12:15:09Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange131-140
dc.relation.issn0361-476X
dc.relation.numberinseries0
dc.relation.volume51
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Elsevier Inc. All rights reserved. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukutaito
dc.subject.ysomatemaattiset taidot
dc.subject.ysoaritmetiikka
dc.subject.ysokomorbiditeetti
dc.subject.ysolukeminen
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p3159
jyx.subject.urihttp://www.yso.fi/onto/yso/p18495
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
dc.relation.doi10.1016/j.cedpsych.2017.06.005


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