Reading and arithmetic are indispensable in the lives of children. These academic skills are also strongly predictive of later prosperity and quality of life. Up to 15% of children have persistent problems with the development of these skills. These problems are often only diagnosed in primary school, while interventions in kindergarten are more effective. Furthermore, problems in the areas of reading and arithmetic often occur together, while research consistently examines these domains independently. However, there is increasing evidence that there are common factors underlying the development of reading and arithmetic, and of learning problems in these domains.

In this research project, we investigate early (preschool) predictors of reading and arithmetic skills using a longitudinal study design. By using early predictors that are shared or specific to these learning domains, we can better identify children who are at elevated likelihood of developing learning problems, and design interventions in kindergarten more effectively.