Moderated mediation shows direct and indirect effects of linguistic precursors are equally strong for children with and without DLD¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Moderated mediation analyses revealed no significant Group interactions predicting geometric skills. → Kleemans 2025 q3 i? Moderated mediation analyses revealed no significant Group interactions predicting fraction skills. → Kleemans 2025 (2)

Evidence¶

Kleemans 2025¶

Kleemans, T., Vissers, C. T. W. M., & Segers, E. (2025). Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder. Learning and Instruction, 95, 102019. https://doi.org/10.1016/j.learninstruc.2024.102019

q3 · i? · associational · r2

Moderated mediation analysis (Hayes, 2018) testing Group (DLD vs. TD) as moderator for each of seven predictors of geometric skills; no interactions reached significance, so the strength of direct and indirect effects was similar for both groups.

"The moderated mediation analyses for each predictor variable as an independent measure did not reveal significant interactions in predicting arithmetic skills and sixth-grade geometric skills (all p's > .082)."

Kleemans 2025 (2)¶

Kleemans, T., Vissers, C. T. W. M., & Segers, E. (2025). Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder. Learning and Instruction, 95, 102019. https://doi.org/10.1016/j.learninstruc.2024.102019

q3 · i? · associational · r2

For the fraction-skills mediation model, moderated mediation showed no Group differences in direct or indirect effects (all p-values >.059), supporting a shared underlying process across DLD and TD children.

"Similar to the previous analyses, the results of the moderated mediation analyses did not show differences in direct and indirect effects between groups (all p-values >.059); the strength of the direct and indirect effects was the same for children with and without DLD."

Discussion¶

Related Claims¶

• Children with DLD show significantly more weaknesses and fewer strengths across linguistic and cognitive precursors than TD peers, except in verbal reasoning and arithmetic — reports the opposite
• Children with DLD score below TD peers on arithmetic, geometric, and fraction skills in the upper primary grades — related
• Phonological skills and naming speed indirectly predict sixth-grade geometric and fraction skills via arithmetic skills in both DLD and TD children — related
• Children with developmental language disorder and strong verbal reasoning could partly compensate delays in mathematics at the individual level, though group-level analyses revealed no protective effects (reported by the editors, citing Kleemans et al.) — related