scholarly journals Predictors of Early Numeracy: Applied Measures in Two Childcare Contexts

Author(s):  
Belinda Blevins-Knabe ◽  
Jacob Esplin ◽  
Ann M. Berghout Austin ◽  
Shawnee M. Hendershot
Keyword(s):  
2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.


2020 ◽  
Vol 49 (4) ◽  
pp. 359-373 ◽  
Author(s):  
Ben Clarke ◽  
Gulcan Cil ◽  
Keith Smolkowski ◽  
Marah Sutherland ◽  
Jessica Turtura ◽  
...  

Assessment ◽  
2021 ◽  
pp. 107319112110039
Author(s):  
Kesha N. Hudson ◽  
Michael T. Willoughby

The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the factor structure and criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States ( N = 233). Factor analysis indicated that the DCDQ-CA was best represented by one factor. Using cutoff scores that were proposed by the developer, 45% of the sample was identified as at-risk for DCD. Although a much larger percentage of children was identified as at-risk than would be expected based on the prevalence of formal DCD diagnoses in the population, the Little DCDQ-CA demonstrated good criterion validity. Specifically, compared with their peers, children who exceeded the at-risk criterion demonstrated worse motor competence, executive functioning skills, and early numeracy skills and were rated as having greater ADHD behaviors by their teachers, all consistent with expectations for children who are at risk for DCD. Results are discussed as they relate to future use of the Little DCDQ-CA.


Author(s):  
Magdalena M. Apanasionok ◽  
Barah Alallawi ◽  
Corinna F. Grindle ◽  
Richard P. Hastings ◽  
Richard C. Watkins ◽  
...  

2015 ◽  
Vol 31 (3) ◽  
pp. 265-278 ◽  
Author(s):  
Ros Somerville ◽  
Kate Ayre ◽  
Daniel Tunbridge ◽  
Katy Cole ◽  
Richard Stollery ◽  
...  

Author(s):  
Ashli-Ann Douglas ◽  
Erica L. Zippert ◽  
Bethany Rittle-Johnson
Keyword(s):  

2014 ◽  
Vol 22 (4) ◽  
pp. 423-440 ◽  
Author(s):  
Pirjo Aunio ◽  
Johan Korhonen ◽  
Laaya Bashash ◽  
Fariba Khoshbakht
Keyword(s):  

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