WITHDRAWN

Background: Most influential mathematical development models highlight the hierarchical development of domain-specific and domain-general skills.To provide longitudinal empirical support, this study has four objectives: First, to examine the relationships between PASS neurocognitive processes, mathematical and linguistic skills assessed in grade 2, and performance in solving verbal mathematical problems in grades 2 and 6.Second, to analyze how these processes interact to identify the optimal combination of predictors for solving problems.Third, to establish profiles of children with persistent difficulties in solving problems from 2nd to 6th grade.Finally, to assess the ability of 2nd-grade skills to predict persistent difficulties in solving problems by 6th grade. Methods:We assessed 117 students using tasks from a Cognitive Assessment System and the Revised Battery for the Assessment of Reading Processes.Additionally, domain-specific tasks from the Test for Diagnostic Assessment of Mathematical Disabilities were administered. Results and conclusions:Results indicated stable relationships among neurocognitive functioning, basic mathematical skills, and language skills from grades 2 to 6, with simultaneous processing and symbolic magnitude processing being crucial for problemsolving.Children with persistent difficulties exhibited initial global weaknesses across skills, emphasizing the importance of simultaneous processing and verbal magnitude processing for the early identification of at-risk students.