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Background <p>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.</p> Methods <p>We examined Grade 3–5 elementary students (<i>N</i> = 230; aged 9 to 12&#xa0;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.</p> Results <p>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.</p> Conclusions <p>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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月12日

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  • Ningxin Zhao,
  • Zimo Wang,
  • Minqi Gao,
  • Xin Chen,
  • Xiujie Yang

摘要

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.