High correlations exist for students who struggle with reading and math, and as a consequence, students who are poor readers tend to do poorly in mathematics. A few studies have investigated the longitudinal growth of the correlation between reading and mathematics. This dissertation outlines the investigation of the relation between reading foundational skills and growth in mathematics achievement for students at risk for reading difficulty and not at risk. This study used extant data from a second grade interim-benchmark reading assessment and a mathematics interim-benchmark for students in third through fifth grade. This study employed a staged approach for the latent growth curve model and discovered estimated differences of students with and without reading difficulties in relation to mathematics achievement. In addition, specific foundational skills were predictive of growth in mathematics for students with and without reading difficulties. The dissertation study developed a theory based on empirical research that early reading skills may lay the foundation for later mathematics achievement.

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