Reading minds and reading texts: Evidence for independent and specific associations

• Published in: Cognitive development Vol. 57; p. 101010
• Main Authors: Lecce, Serena, Bianco, Federica, Hughes, Claire
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.01.2021
• Subjects: Longitudinal study; Reading comprehension; School achievement; Theory of mind; School achievement; Theory of mind; Reading comprehension; Longitudinal study
• ISSN: 0885-2014; 1879-226X
• DOI: 10.1016/j.cogdev.2021.101010

•Theory of mind is related to reading comprehension.•Theory of mind is not related to mathematical ability.•The relationship between ToM and reading comprehension is bi-directional. We investigated the specificity and direction of the associations between Theory of Mind (ToM) and reading comprehension (RC) via two studies. In Study 1, measures of ToM and RC were gathered alongside measures of verbal ability (VA), working memory (WM) and family affluence in 157 children (mean age = 9;7 years). Results showed that the relationship between ToM and RC remained significant when more general effects of VA, WM and family affluence were taken into account. In Study 2, a new sample of 60 children (mean age = 9;8 years at T1) was followed over a 6-month period, with children completing tests of ToM, RC and mathematical ability at both timepoints. Individual differences in ToM were unrelated to variation in mathematical ability, but showed a bidirectional developmental association with variation in RC. These results extend the knowledge on the relation between ToM and academic achievement in older children and show the existence of a specific relationship between ToM and RC in middle childhood.