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Time reading in middle and secondary school students: the influence of basic-numerical abilities

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journal contribution
posted on 03.12.2020, 13:23 by Katharina Lambert, Silke M. Wortha, Korbinian Moeller
Time reading skills are central for the management of personal and professional life. However, little is known about the differential influence of basic numerical abilities on analog and digital time reading in general and in middle and secondary school students in particular. The present study investigated the influence of basic numerical skills separately for analog and digital time reading in N = 709 students from 5th to 8th grade. The present findings suggest that the development of time reading skills is not completed by the end of primary school. Results indicated that aspects of magnitude manipulation and arithmetic fact knowledge predicted analog time reading significantly over and above the influence of age. Furthermore, results showed that spatial representations of number magnitude, magnitude manipulation, arithmetic fact knowledge, and conceptual knowledge were significant predictors of digital time reading beyond general cognitive ability and sex. To the best of our knowledge, the present study is the first to show differential effects of basic numerical abilities on analog and digital time reading skills in middle and secondary school students. As time readings skills are crucial for everyday life, these results are highly relevant to better understand basic numerical processes underlying time reading.

Funding

This research was funded and is part of the research program “Netzwerk Bildungsforschung” (Educational Research Network) of the Baden-Württemberg Stiftung and was additionally partly funded by the LEAD Graduate School & Research Network [GSC1028], a project of the Excellence Initiative of the German federal and state governments.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

The Journal of Genetic Psychology

Volume

181

Issue

4

Pages

255 - 277

Publisher

Taylor & Francis

Version

AM (Accepted Manuscript)

Rights holder

© Taylor & Francis Group, LLC

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in The Journal of Genetic Psychology on 14 May 2020, available online: http://www.tandfonline.com/10.1080/00221325.2020.1760778.

Acceptance date

22/04/2020

Publication date

2020-05-14

Copyright date

2020

ISSN

0022-1325

eISSN

1940-0896

Language

en

Depositor

Prof Korbinian Moeller. Deposit date: 2 December 2020

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