Work

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

Year: 2025

Type: article

Abstract: BACKGROUND: A growing body of research has demonstrated that phonological processing skills are associated with arithmetic performance. The present study intended to further investigate which among the numerical abilities might explain the underlying mechanism of the relationships between phonological processing skills and arithmetic. METHODS: We examined Grade 3-5 elementary students (N = 230; aged 9 to 12 years). Data were collected in March 2021. Measures included phonological awareness, rapid automatized naming (RAN), two symbolic numerical skills (i.e., number ordering and number comparison), two nonsymbolic numerical abilities (i.e., dot comparison and counting), and simple arithmetic tasks. Structural equation modeling was employed, with age and gender controlled as covariates. RESULTS: Phonological awareness and RAN showed direct effects on arithmetic skills. Among the four basic number skills, only number ordering significantly mediated the association between phonological awareness and arithmetic. CONCLUSIONS: Symbolic numerical skills (i.e., number ordering ability) rather than nonsymbolic numerical skills are important for explaining the relationship between phonological processing and arithmetic in primary school children.

Source: BMC Psychology

DOI: 10.1186/s40359-025-03558-3

Authors: Ningxin Zhao, Zimo Wang, Minqi Gao, Xin Chen, Xiujie Yang

Institutions: Beijing Normal University, Peking University, Syracuse University, China Women's University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,990