The development of number reading: Fifth‐grade children show adult‐like visual analysis of digit strings

The ability to read and write multi-digit numbers is increasingly recognised as a critical component of mathematical literacy. Previous studies showed that this skill takes years to develop, and children are not fluent even by the fourth grade. Here, we examined fifth-grade children as they read aloud briefly presented digit strings. They were no less accurate than adults. Moreover, several of their number reading patterns resembled those of adults, indicating adult-like functioning of the visual analyzer - the cognitive process that parses digit strings. Specifically, the children scanned digits from left to right, showed an advantage for outer digits over inner digits and demonstrated a dissociation between digit identification and position encoding. These findings indicate that by the fifth grade, children not only exhibit task proficiency in number reading, but they also rely on cognitive processes that are already mature in key aspects.