Mathematics Attainment Falls Behind Reading in the Early Primary School Years

Laura Outhwaite (), Jake Anders and Jo Van Herwegen ()
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Laura Outhwaite: UCL Centre for Education Policy & Equalising Opportunities
Jo Van Herwegen: UCL Centre for Education Policy & Equalising Opportunities

No 22-06, CEPEO Working Paper Series from UCL Centre for Education Policy and Equalising Opportunities

Abstract: Early mathematics and reading are foundational skills for later academic and life outcomes. Despite their equal value to society, previous research finds reading skills exceeded those of mathematics in the first two years of primary school in the UK. The current study conducted a conceptual replication and extension of this finding using large-scale, longitudinal data from the Millennium Cohort Study. Within the same group of nearly 12,000 children, results showed at age 2-4 years, symbolic knowledge, which underpins mathematical development was stronger than alphabetic knowledge, a key component of reading development. However, following the introduction of formal schooling, reading attainment exceeded that of mathematics at 6-8 years. These findings have important implications for educational policy and practice, which currently places a greater focus on reading development, compared to mathematics. Directions for future research to enhance the scientific understanding of mathematical development that translates to effective mathematical interventions are discussed.

Keywords: mathematics attainment; reading attainment; early primary; millennium cohort study (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 34 pages
Date: 2022-05, Revised 2022-05
New Economics Papers: this item is included in nep-ure
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