Data_Sheet_1_Tracking Familial History of Reading and Math Difficulties in Children’s Academic Outcomes.pdf

The current study aimed to investigate the extent to which familial history of reading and math difficulties have an impact on children’s academic outcomes within a 3-year longitudinal study, which evaluated their core reading and math skills after first (N = 198; 53% girls) and second grades (N = 166), as well as performance on complex academic tasks after second and third grades (N = 148). At baseline, parents were asked to complete the Adult Reading History Questionnaire (ARHQ) and its adaption, Adult Math History Questionnaire (AMHQ), to index familial history of reading and math difficulties, respectively. Preliminary findings established the psychometric properties of the AMHQ, suggesting that it is a reliable and valid scale. Correlation analyses indicated that the ARHQ was negatively associated with children’s reading skills, whereas the AMHQ was negatively related to math outcomes. Path results revealed that the ARHQ predicted children’s performance on complex reading tasks indirectly via their core reading skills, and the AMHQ was linked to complex math outcomes indirectly via core math abilities. The ARHQ was also found to be negatively correlated with measures of children’s math performance, with path findings suggesting that these relations were indirectly explained by differences in their core reading skills. These results suggest that assessing familial risk for academic difficulties may be crucial to understanding comorbid etiological and developmental associations between reading and math differences.

本研究旨在探讨阅读和数学学习困难的家庭史对儿童学术成果的影响程度，该研究通过对三年纵向研究中儿童在一年级（N = 198；女孩占53%）和二年级（N = 166）的核心阅读和数学技能进行评估，以及他们在二年级和三年级后完成的复杂学术任务的表现（N = 148）来进行分析。在基线阶段，要求家长完成成人阅读史问卷（ARHQ）及其改编版成人数学史问卷（AMHQ），以分别评估阅读和数学学习困难的家庭史。初步研究结果确立了AMHQ的心理测量特性，表明其是一个可靠且有效的量表。相关性分析表明，ARHQ与儿童的阅读技能呈负相关，而AMHQ与数学成果呈负相关。路径分析结果显示，ARHQ通过儿童的阅读技能间接预测了他们在复杂阅读任务上的表现，而AMHQ通过核心数学能力间接与复杂数学成果相关联。此外，ARHQ还被发现与儿童数学表现的指标呈负相关，路径分析结果表明，这些关系间接地由他们在核心阅读技能上的差异所解释。这些结果表明，评估学术困难的家庭风险对于理解阅读和数学差异之间的共病病因和发育关联至关重要。