Neither first-grade whole number magnitude nor arithmetic knowledge uniquely predicted eighth-grade reading achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Reading achievement in eighth grade was not uniquely predicted by either whole number variable in first grade; it was predicted by IQ, central executive functioning, and parental education. → Bailey Drew H. 2014

Evidence¶

Bailey Drew H. 2014¶

Bailey Drew H., Siegler Robert S., Geary David C. (2014). Early Predictors of Middle School Fraction Knowledge. Developmental Science. https://doi.org/10.1111/desc.12155

q3 · i? · associational · r2

Regression analysis (N = 162) with eighth-grade Word Reading as outcome; the null finding indicates "reading achievement in eighth grade was not uniquely predicted by either whole number variable". Instead IQ (β = .29), central executive functioning (β = .29), and parental education (β = .24) were significant predictors.

"A third, parallel, linear regression analysis indicated that after controlling for the other variables, reading achievement in eighth grade was not uniquely predicted by either whole number variable in first grade."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense — related
• The relation between early whole number magnitude knowledge and later fraction magnitude knowledge is not attributable to number line tasks being used at both measurement times — related
• First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables — related
• Neither IQ nor WMC significantly predicted early mathematics when both were in the same model, explaining only about 5% of variance — related
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related