Advanced counting competencies predict fifth grade mathematics achievement whereas basic counting does not when both are included together¶

Claim · All claims
Evidence · 1 study · associational r3 · q2 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 In a model including both basic and advanced counting, advanced counting was predictive (β = 0.33, p < 0.001) while basic counting was not significant (β = 0.08, n.s.), and the two coefficients differed significantly (F = 7.28, p < 0.01). → Nguyen 2016

Evidence¶

Nguyen 2016¶

Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement? Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2016.02.003

q2 · i2 · associational · r3

Post-hoc regression (Model 5) on the 781-child sample recoded counting and cardinality items into basic (verbal counting, one-to-one correspondence, number recognition) and advanced (cardinality, counting forward/back, conceptual subitizing) competencies with full controls and classroom fixed effects.

"we included both the basic and advanced counting competencies and found that advanced counting (β = 0.33, SE = 0.05, p < 0.001) is much more predictive of later achievement than basic counting (β = 0.08, SE = 0.05, n.s.). The coefficients for the basic and advanced counting competencies were statistically significantly different from each other (F = 7.28, p < 0.01)."

Discussion¶

Related Claims¶

• Basic counting competencies alone are considerably predictive of fifth grade mathematics achievement when modeled without advanced counting — related
• Preschool counting and cardinality competencies are the strongest predictors of fifth grade mathematics achievement among the measured preschool domains — related
• The counting and cardinality coefficient is significantly larger than the coefficients for patterning, geometry, and measurement and data — related
• The association between preschool competencies and fifth grade achievement does not differ across the achievement distribution — related
• Gains in counting and cardinality during the preschool year are associated with roughly half a standard deviation higher fifth grade mathematics achievement — related