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The relation between mathematics and reading achievement (M&RA) is an active area of research. The literature suggests an association between M&RA (e.g., Abedi & Lord, 2001; Grimm, 2008; Yüksel, 2014). However, there is a lack of understanding of the nature of that relation over time. Traditional longitudinal analyses of M&RA have focused on investigating each domain independently, which misses the opportunity to examine important relations between the two processes as they unfold over time. The aim of this study is to investigate the joint evolution of M&RA and the association between their longitudinal trajectories modeled as piecewise linear phenomena. The findings obtained shed new light on the relationship between M&RA over time.