Verbal reasoning is directly related to fifth-grade fraction skills over and above arithmetic skills¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Verbal reasoning had a direct effect on fraction skills after controlling for arithmetic skills, working memory, general intelligence, SES, age, and gender. → Kleemans 2018

Evidence¶

Kleemans 2018¶

Kleemans, T., Segers, E., & Verhoeven, L. (2018). Role of linguistic skills in fifth-grade mathematics. Journal of Experimental Child Psychology, 167, 404-413. https://doi.org/10.1016/j.jecp.2017.11.012

q3 · i? · associational · r2

Second mediation analysis with 167 fifth graders, fraction skills as dependent variable and arithmetic skills as mediator. The article reports verbal reasoning among the predictors with direct effects; no standardized effect size for this direct effect is printed.

"With respect to fraction skills, the results indicated that arithmetic skills, verbal reasoning, and general intelligence had direct effects in predicting fraction skills."

Discussion¶

Related Claims¶

• Academic vocabulary is directly related to fifth-grade geometric skills over and above arithmetic skills — related
• Basic linguistic skills and working memory are indirectly related to fifth-grade fraction skills via arithmetic skills — related
• Phonological skills were not significantly correlated with fraction skills, and verbal reasoning was not significantly correlated with arithmetic skills — related
• Basic linguistic skills and working memory are indirectly related to fifth-grade geometric skills via arithmetic skills — related
• Academic vocabulary, verbal reasoning, nonverbal reasoning, and working memory directly predict sixth-grade geometric and fraction skills — a broader claim this one bears on