Prematurity and overlap between reading and arithmetic: The cognitive mechanisms behind the association

Abstract It is well-known that very preterm children perform at lower levels than full-term children in reading and arithmetic at school. Whether the lower performance levels of preterm children in these two separate domains have the same or different origins, however, is not clear. The present study examined the extent to which prematurity is associated with the overlap (i.e., common variance) of reading and arithmetic among Finnish school beginners. We also examined the extent to which the association of prematurity with the overlap between reading and arithmetic is due to different prereading skills, basic number skills, and general cognitive abilities. The participants (age 6–7) consisted of 193 very preterm children (