The core predictors of seventh-grade word reading achievement differ from those predicting seventh-grade mathematics achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Bayesian models for Word Reading retained digit span forward and IQ, while MRT did not substantively improve prediction and non-cognitive variables dropped out in the combined analysis. → Geary 2021

Evidence¶

Geary 2021¶

Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487

q2 · i? · associational · r2

Discriminant-validity Bayesian analyses ran the same predictor sets on Word Reading scores; dropping MRT left a model 33.74% as probable, and non-cognitive variables did not add substantively in the combined model.

"The key finding here is that the core predictors of seventh-grade Word Reading achievement differ from those that predict seventh-grade mathematics achievement."

Discussion¶

Related Claims¶

• In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge — related
• Visuospatial memory did not predict word reading achievement in any grade, providing a discriminative contrast with mathematics — possibly the same claim (merge candidate)
• Intelligence and working memory predicted seventh-grade mathematics before prior achievement was controlled, but their direct effects were masked by sixth-grade competence — related
• Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related