Processing speed, counting skills and knowledge of properties of operations correlate with arithmetic-combination fluency for both LD and MID students, while phonological short-term memory correlates with division fluency only for LD students¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · 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.
q2 i? Information processing speed correlated significantly with final fluency in ACs of both operations for students with LD, and with multiplication fluency for students with MID. → Agaliotis and Teli 2016
q2 i? Counting skills and properties of operations correlated significantly with fluency of both operations for both disability groups, at p < .01 for most of these correlations and at p < .05 for counting skills with division fluency (both groups) and properties of operations with division fluency (MID). → Agaliotis and Teli 2016 (2)
Evidence¶
Agaliotis and Teli 2016¶
Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90
q2 · i? · causal · r2
Spearman's rho correlations (Table 6) between cognitive factors and post-intervention fluency; processing speed reached significance for LD in both operations (rho .496 and .469) and for MID multiplication (rho .671), with MID division fluency correlated significantly with none of the cognitive factors (language, working memory, phonological short-term memory, processing speed), though it did correlate with the two learning factors, counting skills and properties of operations (see the second entry). These are correlations and cannot show cause.
"it was found that in the case of students with LD information processing speed had a significant correlation with the final fluency in the use of ACs of both operations, while phonological short-term memory was correlated only with the fluency of division ACs."
Agaliotis and Teli 2016 (2)¶
Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90
q2 · i? · causal · r2
Spearman's rho correlations between the two learning factors and post-intervention fluency in Table 6 (LD n = 39, MID n = 14); counting skills and properties of operations correlated significantly with fluency of both operations for both LD and MID students. The article's text gives p < .01 for all of them, but Table 6 marks three only at p < .05: counting skills with division fluency for LD (rho = .379) and MID (rho = .590), and properties of operations with division fluency for MID (rho = .569); the rest are at p < .01 (rho .465 to .753). These are correlations after the intervention and cannot show that the factors cause fluency.
"Regarding the two learning factors, counting skills and properties of operations, results showed a significant correlation with the fluency of ACs of both operations (multiplication and division) for students with LD and students with MID (p < .01)"
Discussion¶
Learner Variables¶
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
- Operations and Place Value — predictor: learners who differ on it differ in outcomes
- Processing Speed — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Students with LD show higher verbal skills, processing speed and counting skills than students with MID, but the groups do not differ in working memory, phonological short-term memory or knowledge of properties of operations — related
- Students with LD significantly outperform students with MID in post-intervention multiplication fact fluency, but not in division fluency or generalization — related
- Both an effective-instruction intervention and the same intervention plus alternative AC grouping produce significant pre-to-post gains in multiplication and division fact fluency for students with LD or MID — related
- Inhibition does not uniquely predict arithmetic fact retrieval above numerical magnitude processing — related
- Symbolic magnitude comparison contributes more unique variance to fourth graders' multiplication fact performance than nonsymbolic magnitude comparison — related
- Numerical magnitude comparison explains significant unique variance in multiplication fact performance over and above phonological processing, intellectual ability, and general reaction time — related
- Different domain-general factors uniquely account for variation in different arithmetic skills — a broader claim this one bears on
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