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Abstract：
Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N=212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math.
摘要：
众所周知，数学和阅读技能是相关的，每个预测因素都得到了很好的研究。人们不太理解的是这些预测因素在多大程度上，独特和集体，彼此重叠，对不同的学术技能有不同的重要性，并解释了数学和阅读的重叠。我们检查了来自四个领域的20个潜在预测因子(工作记忆，处理速度,注意,和语言)使用潜在变量以及定时和非定时成就技能，在一个有风险的中学生样本(N=212)中，其中一半是英语学习者。预测因子约占成就技能重叠的一半，暗示其他因素(例如，领域特定技能)也可能与重叠相关。我们还发现了一些差异预测(阅读语言，数学工作记忆)。本研究结果扩展并完善了我们对这些认知预测因子对阅读和数学的贡献的理解。
