“…A growing body of research has shown that there are substantial intercorrelations (i.e., covariation) between reading and math skills among unselected populations during the primary (Chen & Chalhoub-Deville, 2016;Davis et al, 2014;Koponen et al, 2007;Rutherford-Becker & Vanderwood, 2009) and lower secondary school years (Chen & Chalhoub-Deville, 2016;Codding, Petscher, & Truckenmiller, 2015). Correlations in the moderate to high range, of up to .60 (Davis et al, 2014), have been observed for all grades examined, regardless of gender, family socioeconomic status (SES), and race/ethnicity (Chen & Chalhoub-Deville, 2016). Difficulties in one academic domain have also been found to clearly increase the risk of difficulties in the other in studies specifically looking at their cooccurrence (Jordan, Wylie, & Mulhern, 2010;Landerl & Moll, 2010).…”