Early working memory, processing speed, and attentive behavior predict later calculations, word-problem solving, and reading, but nonverbal reasoning is not significantly associated with any outcome¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-25 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Early working memory, processing speed, and attentive behavior directly or indirectly influenced later calculations, WPS, and reading, with stronger associations for calculations (summed total effects 0.447) than WPS (0.201) and reading (0.243). → Spencer Mercedes 2022 q3 i? Nonverbal reasoning was not significantly associated with any of the three outcomes, contrary to the authors' hypothesis. → Spencer Mercedes 2022 (2)

Evidence¶

Spencer Mercedes 2022¶

Spencer Mercedes, Fuchs Lynn S., Geary David C., Fuchs Douglas. (2022). Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000670

q3 · i? · associational · r2

Total effects from the final pruned path model for the three domain-general predictors; the article reports summed total effects of "0.447" for calculations, "0.201" for WPS, and "0.243" for reading, with working memory most predictive of mathematics.

"associations between these three predictors and later outcomes were stronger for calculations (summed total effects were 0.447) compared to WPS (summed total effects were 0.201) and reading (summed total effects were 0.243)."

Spencer Mercedes 2022 (2)¶

Spencer Mercedes, Fuchs Lynn S., Geary David C., Fuchs Douglas. (2022). Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000670

q3 · i? · associational · r2

Null finding from the final pruned mediation model: the article states "nonverbal reasoning was not significantly associated with any outcome," possibly due to differences in mediating variables and inclusion of prior WPS in the model.

"in contrast to our hypotheses, nonverbal reasoning was not significantly associated with any outcome."

Discussion¶

Learner Variables¶

• Processing Speed — predictor: learners who differ on it differ in outcomes
• Reading Fluency — outcome: instruction changes it

Related Claims¶

• Numerical cognition assessed at end of first grade statistically mediates associations between early processing speed, working memory, calculation skill, word-problem solving, and attentive behavior and later calculations, word-problem solving, and reading — related
• Processing speed affects math achievement directly and both reading and math indirectly through working memory — related
• Academic vocabulary, verbal reasoning, nonverbal reasoning, and working memory directly predict sixth-grade geometric and fraction skills — reports the opposite
• The final pruned mediation model fits the data excellently and accounts for 58.0%, 62.2%, and 53.2% of variance in later calculations, word-problem solving, and reading — related
• End-of-first-grade numerical cognition directly predicts later calculations, word-problem solving, and word reading, with the strongest relation to calculations — related
• Grade 5 academic and non-cognitive skills are positive predictors of grade 8 mathematics scores — related