Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intercept–linear-slope correlations were negative within both NRS and CS, indicating compensatory growth patterns. → Verkerk 2026

Evidence¶

Verkerk 2026¶

Verkerk, J. C., van de Rijt, B., & van Viersen, S. (2026). Development of numerical relational and counting skills as components of early numeracy. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102313

q3 · i? · associational · r2

In the univariate LGCMs of the population sample, "a weak negative correlation between the intercept and linear slope of NRS and a moderate negative correlation between the intercept and linear slope of CS was found", meaning children with higher initial levels grew more slowly linearly.

"a weak negative correlation between the intercept and linear slope of NRS and a moderate negative correlation between the intercept and linear slope of CS was found."

Discussion¶

Learner Variables¶

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

Related Claims¶

• At-risk learners show lower initial levels and delayed growth in early numeracy components, especially counting skills, relative to typically developing peers — related
• Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — a broader claim this one bears on
• Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS — related
• Numerical relational and counting skills both develop nonlinearly between mid-Kindergarten year 1 and the end of Grade 1, with NRS decelerating and CS accelerating — related
• Math fluency in grades 3-5 showed a cumulative growth pattern with a small significant positive intercept-slope correlation — related
• Kindergarten-to-fifth-grade slope-intercept correlations varied across reading measures, showing cumulative, compensatory, and stable patterns for different measures — related
• Lower SES predicted slower reading and math growth, with the largest SES differences in growth occurring in Grade 1 — related