Correlations between NRS and CS decrease slightly over time, being stronger in kindergarten than in Grade 1¶

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? Cross-domain factor-score correlations were positive and significant at all time points but declined from .64 at T1 to .44 at T6. → 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

Pearson correlations between NRS and CS regression factor scores across six time points in the population sample showed all correlations positive and significant, decreasing "from .64 at T1 to .44 at T6"; within-component correlations also decreased slightly over time.

"Correlations between NRS and CS also decrease slightly over time, ranging from .64 at T1 to .44 at T6, suggesting that the relationship between NRS and CS is stronger in kindergarten than in G1."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS — 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
• 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
• The interdependence between numerical relational and counting skills is weaker in at-risk learners — related