Reading comprehension significantly predicts verbal Math Reasoning but not non-verbal Numerical Operations¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the combined model, reading had a significant path to MR and no effect on NO, with the coefficient difference itself significant. → Wu 2017

Evidence¶

Wu 2017¶

Wu, S. S., Chen, L., Battista, C., Watts, A. K. S., Willcutt, E. G., & Menon, V. (2017). Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities. Cognition, 166, 118-129. https://doi.org/10.1016/j.cognition.2017.05.016

q3 · i? · associational · r2

Combined SEM (Full Mediation for NO, Partial Mediation for MR) in 330 children; the article adds that the difference in path coefficients was significant (z = 6.41, p < 0.001).

"there was no significant effect of reading on NO, β = 0.005, SE = 0.082, z = 0.058, p > 0.10, whereas a significant effect of reading on MR, β = 0.125, SE = 0.061, z = 2.062, p < 0.05."

Discussion¶

Related Claims¶

• In a cross-sectional model, attention problems relate to both non-verbal and verbal math performance only indirectly, through working memory (and, for MR, reading) — related
• Math Reasoning is more strongly correlated with reading comprehension than Numerical Operations is, and the two math measures are highly correlated — possibly the same claim (merge candidate)
• Working memory fully mediates the effects of math anxiety and attention on children's non-verbal Numerical Operations — related
• Math anxiety relates more strongly to Mathematical Reasoning than to Numerical Operations in second and third graders — related
• Type of mathematics assessed (Numerical Operations vs Mathematical Reasoning) does not significantly influence effect sizes — related