Development of numeracy and literacy: Influence from cognitive skills, social background and gender

To learn to master numeracy and literacy is an essential part of human development and education. Unfortunately, previous research has two major flaws that have limited our understanding: First, despite clear knowledge that numeracy and literacy are highly related, these two skills have most often been studied in isolation. Secondly, studies of the two together have mainly focused on causes of comorbidity using an arbitrary cut-off for disorders that varies between studies. This method gives inconsistent results and problems with reproducibility. Here we will take on a different approach that has not been used when studying the two together. We will use a longitudinal study of children without using arbitrary cut-offs to refine causal theories that will be tested in a randomised controlled trial. Studying numeracy and literacy together with this combination of methods will potentially have great added value to our understanding how and whether they are causally related to each other, and how cognitive skills, socioeconomic background and gender influence their development. We will test the following theories: 1. Phonological processing is a causal foundation for arithmetic as well as word decoding 2. Language comprehension has a causal influence on word problems and fractions as well as reading comprehension, and 3. Socioeconomic background has causal influence on development of numeracy and literacy skills. Finally, we will examine if possible gender differences are mediated through differences in reading habits for boys and girls. In addition to the longitudinal study we will do a Campbell systematic review. Children with learning difficulties in reading and/or math are at risk of developing socio emotional problems. In our systematic review we want to systematize knowledge concerning whether interventions targeting the learning disorders can ameliorate and prevent socio emotional problems. Also, we want to examine whether interventions targeting socio emotional problems can ameliorate learning difficulties.

To learn to master numeracy and literacy is an essential part of human development and education. Unfortunately, previous research has two major flaws that have limited our understanding: First, despite clear knowledge that numeracy and literacy are highly related, they have most often been studied in isolation. Secondly, studies of the two together have mainly focused on causes of comorbidity using an arbitrary cut-off for disorders that varies between studies. This method gives inconsistent results and problems with reproducibility. Here we will take on a different approach that has not been used when studying the two together. We will use a longitudinal study of children without using arbitrary cut-offs to refine causal theories that will be tested in a randomised controlled trial. Studying numeracy and literacy together with this combination of methods will potentially have great added value to our understanding how and whether they are causally related to each other, and how cognitive skills, socioeconomic background and gender influence their development. We will test the following theories: 1. Phonological processing is a causal foundation for arithmetic as well as word decoding 2. Language comprehension has a causal influence on word problems and fractions as well as reading comprehension, and 3. Socioeconomic background has causal influence on development of numeracy and literacy skills. In addition, we will examine if interventions on children with learning problems targeting literacy and/or math skills transfers to socio-emotional functioning and if interventions on children with learning problems targeting socio-emotional problems transfer to literacy and/or math skills. Finally, we will examine if possible gender differences are mediated through differences in reading habits for boys and girls. Realizing this project is the first priority for our research the coming years. The reason for this great enthusiasm is that the project will both challenge and change our understanding of numeracy and literacy attainment and the ways in which such problems can be ameliorated. Given our and the teams experience, the infrastructure available, and that municipalities have agreed to participate, this is a highly feasible, high-gain study.