Relative Reading Achievement: A Longitudinal Study of 187 Children from First through Sixth Grades.

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Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction (2007, result): “In contrast, our findings contradict studies showing that higher beginning achievement is associated with lower learning rates (Bloom, 1976, 1984; Brown & Saks, 1986; Phillips et al., 2002).”
Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8 (2003, background): “These findings are very consistent with those from several prior studies in which parallel or slightly converging growth curves have been observed for better and poorer readers (Baker et al., 1984; Jordan et al., 2002; Phillips et al., 2002; Shaywitz et al., 1995).”
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school (2016, background): “…the variance in children’s reading and math skills is due to he classroom level (i.e., classroom differences, between-classroom ariation) and what is due to the individual level (i.e., differences etween individual children, within classroom variation) (Heck & homas, 2009; Raudenbush & Bryk, 2002).”
The role of individual and contextual factors in the development of maths skills (2009, unknown): “Longitudinal studies have shown a more diverse picture (eg, Phillips, Norris, & Osmond, 2002 ), but also opposite trends.”