Basic linguistic skills and working memory are indirectly related to fifth-grade fraction skills via arithmetic skills¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Phonological skills and grammatical ability showed significant indirect effects on fraction skills through arithmetic skills in fifth graders. → Kleemans 2018
Evidence¶
Kleemans 2018¶
Kleemans, T., Segers, E., & Verhoeven, L. (2018). Role of linguistic skills in fifth-grade mathematics. Journal of Experimental Child Psychology, 167, 404-413. https://doi.org/10.1016/j.jecp.2017.11.012
q3 · i? · associational · r2
Second mediation analysis with the same 167 fifth graders, fraction skills as dependent variable and arithmetic skills as mediator, controlling for working memory, general intelligence, SES, age, and gender. The article reports these indirect effects as significant; the printed ab values are unstandardized indirect effects, not standardized effect sizes.
"Furthermore, phonological skills ( ab = .255, 95% CI [0.045, 0.580]), grammatical ability ( ab = .267, 95% CI [0.060, 0.636])"
Discussion¶
Learner Variables¶
- Proportional Reasoning — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Academic vocabulary is directly related to fifth-grade geometric skills over and above arithmetic skills — related
- Basic linguistic skills and working memory are indirectly related to fifth-grade geometric skills via arithmetic skills — related
- Phonological skills were not significantly correlated with fraction skills, and verbal reasoning was not significantly correlated with arithmetic skills — reports the opposite
- Verbal reasoning is directly related to fifth-grade fraction skills over and above arithmetic skills — related
- Middle school fraction magnitude knowledge fully mediates the relation between first-grade whole number magnitude knowledge and middle school fraction arithmetic — related
- Academic vocabulary, verbal reasoning, nonverbal reasoning, and working memory directly predict sixth-grade geometric and fraction skills — related
- Phonological skills and naming speed indirectly predict sixth-grade geometric and fraction skills via arithmetic skills in both DLD and TD children — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
basic-linguistic-skills-indirect-fractions-via-arithmetic |
title |
Basic linguistic skills and working memory are indirectly related to fifth-grade fraction skills via arithmetic skills |
description |
Basic linguistic skills and working memory are indirectly related to fifth-grade fraction skills via arithmetic skills |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kleemans-2018 |
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