The same cognitive processes account for variability in arithmetic skills in children at family-risk of dyslexia and typically developing controls¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A multi-group longitudinal path model with all parameters constrained equal across family-risk and typically developing groups fit the data as well as an unconstrained model, indicating shared predictive pathways. → Moll K. 2015

Evidence¶

Moll K. 2015¶

Moll K., Snowling M. J., Göbel S. M., Hulme C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.004

q3 · i? · associational · r2

Longitudinal multi-group path model estimated with Mplus 7.3 on 169 children (93 FR, 76 TD), with unstandardized path weights and covariances constrained equal across groups. The constrained model showed "an excellent fit to the data" and did not fit worse than an unconstrained model (Δχ2 (11) = 6.359, p = .848).

"The model gives an excellent fit to the data, χ2 (17) = 14.182, p = .654, Root Mean Square Error of Approximation (RSMEA) = .000 (90% CI = .000–.082), Comparative Fit Index (CFI) = 1.0"

Discussion¶

Related Claims¶

• Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself — related
• Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic — related
• Preschool counting skills and number knowledge directly predict formal arithmetic skills in primary school, together accounting for 40–46% of variance — related
• Phonological awareness at age 4–5 does not predict later arithmetic skills despite being predicted by early oral language — related
• Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge — related
• The cross-lagged model holds equally for intervention and control groups and for boys and girls — related
• Full structural similarity of motivational profiles across time was not supported, indicating profile indicator means changed over the curriculum year — related