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ERIC Number: ED614737
Record Type: Non-Journal
Publication Date: 2020-Dec-5
Pages: 42
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Investigating the Utility of a Kindergarten Number Line Assessment Compared to an Early Numeracy Screening Battery
Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line Assessment 0-100 (NLA 0-100) as compared to an established kindergarten screening measure was examined using (a) regression models and (b) classification accuracy. Five-and six-year-old students (n = 154) were assessed on numeracy measures in the fall and spring of their kindergarten year. The NLA 0-100 had lower predictive validity and lower classification accuracy compared to an early numeracy screening measure. The findings have implications for practice and future research using number line screening assessments. [This paper was published in "Early Childhood Research Quarterly" v55 p119-128 2021.]
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (NCSER) (ED/IES); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110286; H327S140019