RAN correlates more strongly with single-digit than multi-digit calculation and with fluency than accuracy outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Single- vs. multi-digit calculation type was a significant within-study moderator (β = .14, p < .01), correlations higher for single-digit calculations. → Koponen 2017 q3 i? Fluency vs. accuracy outcome was a significant moderator (β = –.13, p < .05), fluency outcomes producing higher correlations. → Koponen 2017 (2)

Evidence¶

Koponen 2017¶

Koponen, T., Georgiou, G., Salmi, P., Leskinen, M., & Aro, M. (2017). A Meta-Analysis of the Relation Between RAN and Mathematics. Journal of Educational Psychology, 109(7), 977-992. https://doi.org/10.1037/edu0000182

q3 · i? · quant-synthesis · r3

Meta-regression of dependent effects clustered into 33 unique samples; the β = .14 is a moderator regression coefficient, no effect size printed. The article explains multi-digit calculation additionally requires "knowledge of place value and mastery of arithmetic procedures."

"the type of calculation performed (single-digit vs. multi-digit calculations) was a significant moderator (β = .14, p < .01). The correlations were higher for the single-digit calculations."

Koponen 2017 (2)¶

Koponen, T., Georgiou, G., Salmi, P., Leskinen, M., & Aro, M. (2017). A Meta-Analysis of the Relation Between RAN and Mathematics. Journal of Educational Psychology, 109(7), 977-992. https://doi.org/10.1037/edu0000182

q3 · i? · quant-synthesis · r3

Same meta-regression analysis; β = –.13 is a moderator coefficient, no effect size printed. The article links this to RAN being a speeded measure, mirroring the fluency effect reported for the RAN–reading relationship in prior meta-analyses.

"The math outcome measure (fluency vs. accuracy) was also a significant moderator associated with the between-study variation (β = –.13, p < .05). Fluency math outcomes produced higher correlations than math accuracy outcomes."

Discussion¶

Learner Variables¶

• Operations and Place Value — outcome: instruction changes it
• Processing Speed — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Math age, study design, and sample type did not significantly moderate the RAN–mathematics relationship — related
• RAN correlates more strongly with arithmetic calculation tasks than with general math achievement tests — related
• RAN stimulus type (numeric vs. non-numeric; alphanumeric vs. non-alphanumeric) largely does not moderate the RAN–mathematics correlation — related