Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Three indirect pathways from early language and executive skills through counting and number knowledge to arithmetic were statistically reliable in both groups. → Moll K. 2015 q3 i? The model shows complete mediation: direct effects of language and executive function on arithmetic do not approach significance after mediated relationships are accounted for. → Moll K. 2015 (2)

Evidence¶

Moll K. 2015¶

Moll K., Snowling M. J., Göbel S. M., Hulme C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.004

q3 · i? · associational · r2

Bootstrapped indirect effects in the multi-group path model. The language→counting→arithmetic pathway was significant in both groups (FR .090, p = .019; TD .082, p = .013); executive function→number knowledge→arithmetic and language→number knowledge→arithmetic were also reliable in both groups.

"Three of these indirect effects are statistically reliable in both groups: (1) language → counting → arithmetic: FR-group standardized effect = .090; p = .019; TD-group standardized effect = .082; p = .013"

Moll K. 2015 (2)¶

Moll K., Snowling M. J., Göbel S. M., Hulme C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.004

q3 · i? · associational · r2

After mediated pathways were included, direct paths from executive function and language to arithmetic were non-significant in both groups (e.g., TD executive function→arithmetic standardized effect = .075, p = .388), indicating complete mediation through verbal number skills.

"this model shows complete mediation. Although language and executive function at t1 are significantly correlated with arithmetic skills in both groups the direct effects of these variables on later arithmetic skill"

Discussion¶

Learner Variables¶

• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Preschool counting skills and number knowledge directly predict formal arithmetic skills in primary school, together accounting for 40–46% of variance — related
• Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge — related
• Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself — related
• Phonological awareness at age 4–5 does not predict later arithmetic skills despite being predicted by early oral language — related
• The same cognitive processes account for variability in arithmetic skills in children at family-risk of dyslexia and typically developing controls — related
• Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills
• Preschool executive functions robustly predict mathematical skills during preschool and later in development — a broader claim this one bears on