Phonological skills and naming speed indirectly predict sixth-grade geometric and fraction skills via arithmetic skills in both DLD and TD children¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The indirect effect of grade-4 phonological skills on sixth-grade geometric and fraction skills via arithmetic skills was significant in the combined sample (standardised β = .06 for geometry, .11 for fractions), with no difference in strength between children with and without DLD. → Kleemans 2025 q3 i? The indirect effect of grade-4 naming speed on sixth-grade geometric and fraction skills via arithmetic skills was significant in the combined sample (standardised β = .08 for geometry, .13 for fractions), with no difference in strength between children with and without DLD. → Kleemans 2025

Evidence¶

Kleemans 2025¶

Kleemans, T., Vissers, C. T. W. M., & Segers, E. (2025). Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder. Learning and Instruction, 95, 102019. https://doi.org/10.1016/j.learninstruc.2024.102019

q3 · i? · associational · r2

Longitudinal study of 46 children with Developmental Language Disorder and 122 typically developing peers, with predictors measured in grade 4 and geometric and fraction skills in grade 6. Two mediation analyses (SPSS PROCESS, 5000 bootstraps, arithmetic skills as mediator, controlling for age, SES, sex and group) found significant indirect effects of phonological skills and naming speed via arithmetic: for geometric skills ab = 1.04, 95% CI [.33, 2.00], β = .06 (phonological) and ab = 1.26, CI [.45, 2.15], β = .08 (naming speed); for fraction skills ab = 1.27, CI [.51, 2.31], β = .11 and ab = 1.54, CI [.77, 2.40], β = .13. The printed βs are standardised indirect effects, not a d-family effect size, so no i code is given. Moderated mediation found no group differences in the strength of these paths. These are predictive associations and cannot show cause.

"In addition, the indirect effects of phonological skills (ab = 1.04, 95% CI = [.33–2.00]; β = .06) and naming speed (ab = 1.26, 95% CI = [.45–2.15]; β = .08), via arithmetic skills were significant, as the bootstrapped 95% confidence intervals did not include 0."

"The indirect effects of phonological skills (ab = 1.27, 95% CI = [.51–2.31, β = .11]), and naming speed (ab = 1.54, 95% CI = [.77–2.40], β = .13) via arithmetic skills were significant."

Discussion¶

Learner Variables¶

• Geometric Reasoning — predictor: learners who differ on it differ in outcomes
• Phonological Awareness — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Academic vocabulary, verbal reasoning, nonverbal reasoning, and working memory directly predict sixth-grade geometric and fraction skills — related
• Children with DLD show significantly more weaknesses and fewer strengths across linguistic and cognitive precursors than TD peers, except in verbal reasoning and arithmetic — related
• Moderated mediation shows direct and indirect effects of linguistic precursors are equally strong for children with and without DLD — related
• Children with DLD score below TD peers on arithmetic, geometric, and fraction skills in the upper primary grades — related
• Basic linguistic skills and working memory are indirectly related to fifth-grade geometric skills via arithmetic skills — related
• Basic linguistic skills and working memory are indirectly related to fifth-grade fraction skills via arithmetic skills — related
• A strength in arithmetic skills did not distinguish geometric or fraction skills among DLD children — related
• Phonological skills were not significantly correlated with fraction skills, and verbal reasoning was not significantly correlated with arithmetic skills — related