Math Reasoning is more strongly correlated with reading comprehension than Numerical Operations is, and the two math measures are highly correlated¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 MR correlated more strongly with reading (r = 0.46) than NO did (r = 0.29), a significant difference. → Wu 2017 q3 i3 NO and MR were highly correlated (r = 0.64). → Wu 2017 (2)

Evidence¶

Wu 2017¶

Wu, S. S., Chen, L., Battista, C., Watts, A. K. S., Willcutt, E. G., & Menon, V. (2017). Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities. Cognition, 166, 118-129. https://doi.org/10.1016/j.cognition.2017.05.016

q3 · i3 · associational · r3

Pearson correlations (Table 2) in the full sample of 330 children; r = 0.46 for MR-reading versus r = 0.29 for NO-reading, compared with a Fisher Z test.

"although both MR and NO were significantly correlated with reading comprehension, MR was more strongly correlated with reading than (r = 0.46) than NO (r = 0.29), Fisher Z = 2.54, p = 0.011."

Wu 2017 (2)¶

Wu, S. S., Chen, L., Battista, C., Watts, A. K. S., Willcutt, E. G., & Menon, V. (2017). Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities. Cognition, 166, 118-129. https://doi.org/10.1016/j.cognition.2017.05.016

q3 · i3 · associational · r3

Descriptive/correlational analysis of the whole sample (Table 2), showing the two WIAT-II math subtests share substantial variance.

"The two math achievement measures (NO and MR) were highly correlated with one another (r = 0.64, p < 0.001) and also significantly positively correlated with all four WM subscales."

Discussion¶

Related Claims¶

• Reading comprehension significantly predicts verbal Math Reasoning but not non-verbal Numerical Operations — possibly the same claim (merge candidate)
• Math anxiety is not significantly correlated with reading achievement in young children — related
• Math anxiety relates more strongly to Mathematical Reasoning than to Numerical Operations in second and third graders — related
• Verbal achievement, reading and language abilities correlate strongly with mathematics achievement (r = .42 to .67) — related
• Type of mathematics assessed (Numerical Operations vs Mathematical Reasoning) does not significantly influence effect sizes — related