Phonological awareness and verbal working memory are the most consistently unique domain general predictors of grade 1 math outcomes¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Phonological awareness was uniquely predictive of computation, applied problems, and story problems; verbal working memory was uniquely predictive of fluency and applied problems; spatial working memory was uniquely predictive only of story problems. → Martin Rebecca B. 2014
Evidence¶
Martin Rebecca B. 2014¶
Martin Rebecca B., Cirino Paul T., Sharp Carla, Barnes Marcia. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2014.05.006
q3 · i? · associational · r2
In final hierarchical regression models for the four grade 1 outcomes, "verbal working memory was predictive of math fluency; phonological awareness was predictive of computations" and the other domain general patterns as quoted, in the 193-child longitudinal sample.
"in final models, verbal working memory was predictive of math fluency; phonological awareness was predictive of computations; verbal working memory and phonological awareness were predictive of applied problem solving; and spatial working memory and phonological awareness were predictive of story problems."
Discussion¶
Learner Variables¶
- Phonological Awareness — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Conceptual counting uniquely predicts fluency, computation, and applied problems but not story problems; procedural counting uniquely predicts only applied problems — related
- Kindergarten symbolic number variables uniquely predict grade 1 math outcomes over and above counting and domain general predictors — related
- Number sense measures are non-significant predictors of math once more robust predictors are included — related
- Visuo-spatial working memory and inhibition jointly predict mathematics performance in 9–10-year-old children — related
- IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — a broader claim this one bears on
- Phonological decoding, verbal knowledge, visuo-spatial STM/WM, spatial orientation and trail-making performance are robust simultaneous predictors of math in 9-year-olds — related
- Phonological awareness has no direct effect on higher-order QNC (Level II and above) or Grade 3 math achievement once QNC skills are modeled, confirming the isolated number-words hypothesis — reports the opposite
- Symbolic number predictors account for substantial additional variance in grade 1 math outcomes beyond counting and domain general predictors — related
- Working memory, processing speed, and verbal comprehension weaknesses are shared across reading and math deficits — related
- Different domain-general factors uniquely account for variation in different arithmetic skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
phonological-awareness-verbal-wm-predict-math |
title |
Phonological awareness and verbal working memory are the most consistently unique domain general predictors of grade 1 math outcomes |
description |
Phonological awareness and verbal working memory are the most consistently unique domain general predictors of grade 1 math outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — martin-rebecca-b-2014 |
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