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Emerging evidence has demonstrated the close association between relational reasoning (RR) and mathematical performance. While mathematics is a discipline with multiple representations, prior investigations on the RR–mathematics relation mainly relied on nonverbal tests of RR. The role of RR in linguistic contexts to mathematics achievement was rarely explored. With a newly developed verbal test of RR for children, the present study attempted to examine the contribution of nonverbal and verbal RR to mathematics achievement. Sixth graders in Hong Kong (n = 235) were assessed on their nonverbal and verbal RR, numerical operations, and mathematical problem solving. The novel verbal test of RR showed satisfactory psychometric properties. A structural equation model was subsequently estimated. With the effect of cognitive abilities and literacy skills (working memory, spatial skills, and reading comprehension) accounted for, results indicated that while nonverbal RR was significantly associated with both mathematics achievement outcomes, verbal RR significantly predicted numerical operations but not mathematical problem solving. The above findings provided preliminary evidence of the contribution of verbal RR to mathematics achievement. Implications and future directions will be discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
