Background: Rapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain-general and domain-specific abilities in predicting reading and arithmetic in Chinese…

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…

The paper discusses children' attitudes towards school and learning soon after entering primary school in Hungary. First and second grade primary school students (N = 33) were interviewed. The interviews explored the following questions: What are the teachers' and the children's roles in the classroom? What is learning? Where do children learn?…

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the…

While there is evidence for an association between the development of reading and arithmetic, the precise locus of this relationship remains to be determined. Findings from cognitive neuroscience research that point to shared neural correlates for phonological processing and arithmetic as well as recent behavioral evidence led to the present…

This article focusses on the specific learning disabilities found in schools such as Dyslexia and Dyscalculia, the influence of dyslexia on dyscalculia and the need to adopt certain strategies that help cope with this problem. Learners with multifarious language-related or arithmetic-related disabilities are found in most schools. These children…

Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study,…

This document details the procedures and results of a 1964-66 evaluation of volunteering middle-class suburban New York schools with primary classes nongraded in reading and arithmetic. The evaluation is more than a comparison of pupil progress in nongraded and graded classes; other variables are also correlated in the areas of school…

Discrepancies between ability and achievement were calculated for reading, spelling, and arithmetic for 64 intellectually gifted students in grades four-six. Means were plotted for males and females. While no statistically significant differences were found between groups, females scored closer to their expected achievement levels than males,…

One hundred eighty-eight randomly selected case studies of adjudicated adolescents were analyzed to determine their intellectual levels and the scholastic achievement levels in reading and arithmetic. (CL)

THE RESULTS FROM AN EXPERIMENT TESTING A SERIES OF SIX HYPOTHESES DEDUCED FROM THE DELACATO INTERPRETATION OF NEUROLOGICAL ORGANIZATION ARE PRESENTED. SUBJECTS IN THE 3-MONTH STUDY WERE SECOND GRADERS FROM THE CHICAGO ARCHDIOCESAN SCHOOL SYSTEM WHO REPRESENTED SIMILAR BACKGROUNDS AND SOCIOECONOMIC LEVELS. COMPARISONS WERE MADE OF THE READING AND…

The three-year Australian study, Follow Through, measured the effects of direct instruction with 103 children (kindergarten or year one) of which 55 were Aboriginal. (DB)