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Get instant loan for meeting with financial emergencies. You can use a loan from us to buy any vehicle at any time. Binance and other exchanges provided a key entry point for many people into cryptocurrencies, allowing people to buy assets such as bitcoin using "fiat" currencies such as the US dollar. Researchers have included both reading and mathematics tasks as dependent variables in the same model (allowing them to co-vary), and then used several predictors to examine which ones predict both outcomes and which ones predict only reading or mathematics (e.g., Slot et al., 2016; Hornung et al., 2017; Peterson et al., 2017; Yang et al., 2021). Even though this approach can show us what cognitive processes predict each outcome measure, it does not tell us if they predict the covariation between the two outcomes. Whereas, some cross-domain studies have reported significant effects of phonological awareness in both reading and mathematics (e.g., Slot et al., 2016; Cirino et al., 2018; Zhang and Lin, 2018; de Megalhães et al., 2021), others have reported significant effects only on reading (e.g., Durand et al., 2005; Peterson et al., 2017) or no significant effects on either academic skill (e.g., Yang et al., 2021). Studies on the predictors of the shared variance between reading and mathematics skills have also reported mixed findings.

For decades, research on the predictors of reading and mathematics skills has focused on each academic skill separately. Finally, with one exception (see Koponen et al., 2020), all previous studies that examined the predictors of the covariation of reading and mathematics skills have focused on counting as a math-related skill (e.g., Koponen et al., 2007, 2013, 2016; Korpipää et al., 2017). Thus, we do not know if other basic number skills (e.g., number sense) are also important. Several studies have shown that reading and mathematics are highly correlated (e.g., Koponen et al., 2007; Landerl and Moll, 2010; Codding et al., 2015; Balhinez and Shaul, 2019; Erbeli et al., 2020), and that comorbid disabilities occur far more often than isolated reading, and mathematics disabilities (e.g., Dirks et al., 2008; Willcutt et al., 2013; Koponen et al., 2018). Researchers have also argued that the observed covariation of reading and mathematics skills may be partly due to the fact that the development of both academic skills relies on similar cognitive processes (e.g., Koponen et al., 2007, 2020; Zoccolotti et al., 2020). Thus, examining the predictors of the covariation can reveal important information about the cognitive base of reading and mathematics acquisition.

Beyond phonological awareness, researchers have also examined the role of RAN in both reading and mathematics skills (particularly arithmetic fact fluency; e.g., Koponen et al., 2007, 2013, 2016, 2020; Georgiou et al., 2013; Hornung et al., 2017; Balhinez and Shaul, 2019). For example, in a longitudinal study with Finnish children followed from kindergarten to Grade 3, Koponen et al. Beyond the linguistic skills, basic number skills (e.g., counting, number sense) may be associated with the covariation of reading and mathematics skills. 2016) found that number sense was predictive of only mathematics skills. However, researchers have also argued that if phonological representations for number words and number facts in long-term memory are weak, this will affect how quickly they can be retrieved from long-term memory, which, in turn, will impact mathematics development (e.g., Simmons and Singleton, 2008; De Smedt et al., 2010). To the extent the conceptualization of RAN as an index of children's ability to access and retrieve phonological representations from long-term memory is correct, RAN should predict the covariation of reading and mathematics skills (at least of tasks such as word reading fluency and addition fluency that rely on quick access to phonological representations in long-term memory). Existing research has shown that controlling for speed of processing accounts for only a small part of the RAN-reading relation (e.g., Bowey et al., 2005; Georgiou et al., 2016); if RAN specifically captures access to the phonological representations for number words and facts, the same should be true for arithmetic fluency.