Processing speed, attentive behavior, and incoming calculation skill significantly predict whole-number calculations in at-risk fourth graders, with the model accounting for 51% of variance¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · 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? In a structural model with seven cognitive predictors and incoming calculation skill, processing speed, attentive behavior, and incoming calculation skill were significant predictors of whole-number calculations, accounting for 51% of variance. → Namkung 2016
Evidence¶
Namkung 2016¶
Namkung, J. M., & Fuchs, L. S. (2016). Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students. Journal of Educational Psychology, 108(2), 214-228. https://doi.org/10.1037/edu0000055
q3 · i? · associational · r2
Structural equation model in which seven cognitive predictors and incoming calculation skill predicted latent whole-number and fraction calculation variables in 139 at-risk fourth graders. The model fit adequately (RMSEA = .055, CFI = .953) and "accounted for 51%" of whole-number calculation variance; no standardized effect sizes for individual paths are printed in the quoted text.
"The model accounted for 51% and 32% of the variance in whole-number calculations and fraction calculations, respectively. For whole-number calculations, significant predictors were processing speed, attentive behavior, and incoming calculation skill."
Discussion¶
Learner Variables¶
- Operations and Place Value — predictor: learners who differ on it differ in outcomes
- Processing Speed — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Language and incoming calculation skill predict whole-number versus fraction calculations differentially, with significant path-equality tests — related
- Incoming calculation skill did not predict fraction calculations, suggesting whole-number calculation fluency may not automatically transfer to fractions — related
- Language, in addition to processing speed and attentive behavior, significantly predicts fraction calculations in at-risk fourth graders — related
- Whole-number and fraction calculations fit a two-factor structure significantly better than a one-factor model — related
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