Relations among phonological processing skills and mathematics in children: A meta-analysis. - PsycNET
https://psycnet.apa.org/record/2021-98184-001
Citation
Yang, X., Yan, M., Ruan, Y., Ku, S. Y. Y., Lo, J. C. M., Peng, P., & McBride, C. (2021). Relations among phonological processing skills and mathematics in children: A meta-analysis. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000710
Abstract
The present study presents a meta-analysis of the relations between phonological processing abilities and different mathematics subskills. Using a random-effects model with 94 studies (135 unique samples, 826 effect sizes), the present meta-analysis revealed a significant general association between phonological processing and mathematics (average r = .33, p < .001, 95% CI [.30, .36]). Phonological awareness (PA) and rapid automatized naming (RAN) showed stronger correlations with mathematics than phonological memory (PM) did. The correlations among phonological processing abilities and mathematics skills were generally stronger among younger children than among older children. PA and PM manifested larger effect sizes when correlated with mathematics accuracy than with mathematics fluency, whereas RAN yielded larger effect sizes when associated with mathematics fluency than with mathematics accuracy. Metastructural equation modeling results revealed that, after statistically controlling for domain-general abilities (i.e., vocabulary knowledge, executive functioning, and nonverbal intelligence), phonological processing still made a unique contribution to different mathematics subskills (βs = .20 ∼ .54). These results suggest that children may use phonological processing abilities as one mechanism through which to represent, manipulate, and retrieve mathematics knowledge. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
https://psycnet.apa.org/record/2021-98184-001
Citation
Yang, X., Yan, M., Ruan, Y., Ku, S. Y. Y., Lo, J. C. M., Peng, P., & McBride, C. (2021). Relations among phonological processing skills and mathematics in children: A meta-analysis. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000710
Abstract
The present study presents a meta-analysis of the relations between phonological processing abilities and different mathematics subskills. Using a random-effects model with 94 studies (135 unique samples, 826 effect sizes), the present meta-analysis revealed a significant general association between phonological processing and mathematics (average r = .33, p < .001, 95% CI [.30, .36]). Phonological awareness (PA) and rapid automatized naming (RAN) showed stronger correlations with mathematics than phonological memory (PM) did. The correlations among phonological processing abilities and mathematics skills were generally stronger among younger children than among older children. PA and PM manifested larger effect sizes when correlated with mathematics accuracy than with mathematics fluency, whereas RAN yielded larger effect sizes when associated with mathematics fluency than with mathematics accuracy. Metastructural equation modeling results revealed that, after statistically controlling for domain-general abilities (i.e., vocabulary knowledge, executive functioning, and nonverbal intelligence), phonological processing still made a unique contribution to different mathematics subskills (βs = .20 ∼ .54). These results suggest that children may use phonological processing abilities as one mechanism through which to represent, manipulate, and retrieve mathematics knowledge. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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