The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.

TLDR

The study examined the cognitive correlates of third‑grade arithmetic, algorithmic computation, and arithmetic word‑problem skills. Researchers assessed 312 third graders on language, nonverbal problem solving, concept formation, processing speed, long‑term memory, working memory, phonological decoding, sight‑word efficiency, and teacher‑rated inattentive behavior. Path analysis revealed that arithmetic performance was linked to algorithmic computation and word‑problem skills, while inattentive behavior independently predicted all three domains; phonological decoding and processing speed predicted arithmetic, and nonverbal problem solving, concept formation, sight‑word efficiency, and language predicted word‑problem performance.

Abstract

The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word efficiency as well as on arithmetic, algorithmic computation, and arithmetic word problems. Teacher ratings of inattentive behavior also were collected. Path analysis indicated that arithmetic was linked to algorithmic computation and to arithmetic word problems and that inattentive behavior independently predicted all 3 aspects of mathematics performance. Other independent predictors of arithmetic were phonological decoding and processing speed. Other independent predictors of arithmetic word problems were nonverbal problem solving, concept formation, sight word efficiency, and language.