The interdependence between numerical relational and counting skills is weaker in at-risk learners¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The developmental interdependence between NRS and CS observed in typically developing children appears weaker among at-risk learners. → Verkerk 2026

Evidence¶

Verkerk 2026¶

Verkerk, J. C., van de Rijt, B., & van Viersen, S. (2026). Development of numerical relational and counting skills as components of early numeracy. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102313

q2 · i? · associational · r2

The study's reported results state that "the interdependence between numerical relational and counting skills was weaker in at-risk learners", consistent with the hypothesis that the foundational role of NRS may be insufficient in at-risk children; full multigroup estimates were beyond the supplied excerpt.

"Additionally, the interdependence between numerical rela- tional and counting skills was weaker in at-risk learners."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS — related
• Numerical relational and counting skills both develop nonlinearly between mid-Kindergarten year 1 and the end of Grade 1, with NRS decelerating and CS accelerating — related
• Correlations between NRS and CS decrease slightly over time, being stronger in kindergarten than in Grade 1 — related
• At-risk learners show lower initial levels and delayed growth in early numeracy components, especially counting skills, relative to typically developing peers — related