Math fluency in grades 3-5 showed a cumulative growth pattern with a small significant positive intercept-slope correlation¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 For math fluency, the intercept-slope correlation was small, positive, and significant (r = .16), indicating a cumulative growth pattern. → Little 2021

Evidence¶

Little 2021¶

Little, C. W., Lonigan, C. J., & Phillips, B. M. (2021). Differential Patterns of Growth in Reading and Math Skills during Elementary School. Journal of Educational Psychology, 113(3), 462-476. https://doi.org/10.1037/edu0000635

q3 · i1 · associational · r2

Univariate latent-growth-curve model of WJ-III Math Fluency across grades 3-5 in the same sample. The study reports r = .16, p < .03, a small positive intercept-slope correlation indicating cumulative growth; correlations for early math, applied problems, and calculation were non-significant.

"For math fluency, the correlation between intercept and slope was small, positive, and significant (r = .16, p < .03), indicating a cumulative growth pattern in which higher math fluency in third grade was positively associated with development of math fluency through fifth grade"

Discussion¶

Related Claims¶

• Kindergarten-to-fifth-grade slope-intercept correlations varied across reading measures, showing cumulative, compensatory, and stable patterns for different measures — related
• No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills in this sample — reports the opposite
• Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — related
• Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component — related
• Math skills show the opposite two-stage pattern: no individual differences in early growth but significant individual differences in late elementary growth for two of three measures — related