Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A multivariate LGCM in which NRS growth factors predict CS growth factors fit better than models with correlations or reversed direction. → Verkerk 2026 q3 i? Higher initial NRS strongly contributed to higher initial CS, and stronger linear NRS growth contributed to stronger linear CS growth. → Verkerk 2026 (2)

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

Multivariate (cross-domain parallel process) LGCM on the population sample compared three structural models; AIC and BIC provided "strong to very strong evidence for Model 2", in which NRS contributes to CS, over the correlation model and the reversed-direction model.

"When considering model parsimony, the BIC and AIC values provided strong to very strong evidence for Model 2 over Model 1 and Model 3."

Verkerk 2026 (2)¶

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 final multivariate LGCM (Model 2), "higher initial NRS levels strongly contributed to higher initial CS levels"; the linear slope of NRS also positively predicted the linear slope of CS, and initial NRS contributed to more linear and less accelerating CS growth.

"the intercept of NRS significantly predicts the intercept of CS, indicating that higher initial NRS levels strongly contributed to higher initial CS levels."

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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
• Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component — related
• Correlations between NRS and CS decrease slightly over time, being stronger in kindergarten than in Grade 1 — related
• Early numeracy shows a two-factor structure (NRS and CS) on the Dutch ENT-3, with the two-factor model outperforming a one-factor model at several time points — related
• The interdependence between numerical relational and counting skills is weaker in at-risk learners — related
• At-risk learners show lower initial levels and delayed growth in early numeracy components, especially counting skills, relative to typically developing peers — related
• Cross-domain multivariate models showed mostly independent reading and math growth trajectories, with significant associations only between measures capturing similar skills — related