Abstract:In this study, we aimed to estimate the effect of phonological processing in the emergence of specific maths or combined maths and reading difficulties during the first year of schooling. We also estimated whether the high level of phonological processing could be a resource for coping with math difficulties. The study was conducted on a large sample of Russian first-graders (N=3296 pupils, mean age 7.3 years, 49% of them were girls). Pupils were tested twice, at the beginning and at the end of the first grade… Show more
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