QNC Level I predicts QNC Level II/III, which in turn predicts Grade 3 mathematics achievement; QNC Level I also retains a direct path to Grade 3 math¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? QNC Level I accounted for about 18% of variance in subsequent QNC Level II/III, which predicted about 32% of differences in Grade 3 math achievement. → Krajewski 2009 q3 i? QNC Level I skills additionally accounted for another 17% of variance in Grade 3 math performance directly. → Krajewski 2009

Evidence¶

Krajewski 2009¶

Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516-531. https://doi.org/10.1016/j.jecp.2009.03.009

q3 · i? · associational · r2

Structural equation modeling of the longitudinal kindergarten-to-Grade-3 sample showed the developmental chain from QNC Level I through Level II/III to Grade 3 math (DEMAT 2+); "individual differences in QNC-I skills accounted for another 17% of the variance in Grade 3 math performance ( = .41, p < .05)".

"QNC Level I accounted for about 18% of the variance in subsequent QNC Level II/III ( = .42, p < .01), which in turn predicted about 32% of the differences in mathematical achievement in Grade 3 ( = .57, p < .05)."

Discussion¶

Related Claims¶

• 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 — related
• Kindergarten phonological awareness explains about 34% of the variance in basic numerical skills (QNC Level I) one year later — related
• Visual-spatial working memory predicts higher-order QNC (Level II/III) but not basic numerical skills, and is linked to Grade 3 math only indirectly — related
• Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
• Visuospatial memory did not predict word reading achievement in any grade, providing a discriminative contrast with mathematics — related
• Verbal working memory directly and positively predicts math performance in grades 3 and 4 — related
• Phonological awareness at age 4–5 does not predict later arithmetic skills despite being predicted by early oral language — related