Journal of Experimental

Children with poor arithmetic fact mastery (n=45) at the end of third grade were compared to grade-level peers with good arithmetic fact mastery (n=60) in competencies related to reading and mathematics. Children were assessed longitudinally across second and third grades. When predictor variables such as IQ were held constant, the poor fact mastery and good fact mastery groups performed at about the same level and progressed at a comparable rate on math story problems and on broad reading achievement. The groups also progressed at a comparable rate on broad math achievement, although children with poor fact mastery performed at a significantly lower level. Children with poor fact mastery showed remarkably little growth on timed number facts during the study period, despite normal growth in other areas of mathematics. Deficits in fact mastery are highly persistent and appear to be independent of reading and language abilities.