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How do basic numerical skills matter in the association of phonological processing with arithmetic?

Ningxin Zhao1, Zimo Wang1,2, Minqi Gao1,3

  • 1Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Avenue, Haidian District, Beijing, 100875, People's Republic of China.

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Summary

Phonological processing skills, like phonological awareness and rapid automatized naming (RAN), directly impact arithmetic performance. Number ordering, a symbolic skill, is key to understanding this link in children.

Keywords:
ArithmeticNumber OrderingPhonological AwarenessRapid Automatized Naming

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Research indicates a strong link between phonological processing abilities and arithmetic performance.
  • The precise numerical mechanisms underlying this relationship require further investigation.

Purpose of the Study:

  • To explore the mediating role of specific numerical abilities in the association between phonological processing and arithmetic.
  • To differentiate the contributions of symbolic versus nonsymbolic numerical skills.

Main Methods:

  • A cohort of 230 elementary students (Grades 3-5, ages 9-12) participated.
  • Measures included phonological awareness, RAN, symbolic (number ordering, comparison) and nonsymbolic (dot comparison, counting) numerical skills, and arithmetic tasks.
  • Structural equation modeling, controlling for age and gender, was used for analysis.

Main Results:

  • Phonological awareness and RAN demonstrated direct positive effects on arithmetic skills.
  • Number ordering significantly mediated the relationship between phonological awareness and arithmetic performance.
  • Nonsymbolic numerical abilities did not show a significant mediating role.

Conclusions:

  • Symbolic numerical skills, specifically number ordering, are crucial for understanding the connection between phonological processing and arithmetic in primary school children.
  • Interventions targeting symbolic number representation may enhance arithmetic skills in children with phonological processing challenges.