RAN correlates more strongly with arithmetic calculation tasks than with general math achievement tests¶

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

Subclaims¶

q3 i? Math domain (arithmetic vs. achievement) was a significant between-study moderator (β = .12, p < .05), with arithmetic measures showing higher correlations. → Koponen 2017

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

Within- and between-study meta-regression with robust variance estimation (D-MR approach), moderators partitioned and analyzed separately. The moderator β = .12 is a regression coefficient, not a printed effect size. The article interprets that arithmetic tasks tap "the same capacities as RAN."

"the achievement versus arithmetic task (i.e., domain of math assessed 1) was a significant moderator (β = .12, p < .05). Arithmetic math measurements were associated with higher correlation coefficients."

Discussion¶

Learner Variables¶

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

Related Claims¶

• RAN correlates more strongly with single-digit than multi-digit calculation and with fluency than accuracy outcomes — related
• RAN stimulus type (numeric vs. non-numeric; alphanumeric vs. non-alphanumeric) largely does not moderate the RAN–mathematics correlation — related
• Different domain-general factors uniquely account for variation in different arithmetic skills — related