Early Numeracy Trajectories: Baseline Performance Levels and Growth Rates in Young Children by Disability Status

Autor/inn/en	Hojnoski, Robin L.; Caskie, Grace I. L.; Miller Young, Robin
Titel	Early Numeracy Trajectories: Baseline Performance Levels and Growth Rates in Young Children by Disability Status
Quelle	In: Topics in Early Childhood Special Education, 37 (2018) 4, S.206-218 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121417735901
Schlagwörter	Mathematics Skills; Preschool Children; Numeracy; Comparative Analysis; Mathematics Instruction; Achievement Tests; Correlation; Identification; Intervention; Learning Disabilities; Inclusion; Statistical Analysis; Bracken Basic Concept Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Identifikation; Identifizierung; Learning handicap; Lernbehinderung; Inklusion; Statistische Analyse
Abstract	Data indicate that children with disabilities typically display lower levels of proficiency in mathematics than their nondisabled peers, with this difference remaining stable over time. Although literature exists regarding school-age children, few studies have examined early numeracy skills of preschoolers and child characteristics associated with performance and growth over time. Thus, the purpose of this study is to examine the performance and growth over time of preschool-age children who have a disability and those without a disability to determine whether patterns of performance are evident at this age and how patterns may differ between the two groups. Results from a sample of children enrolled in inclusive preschool classrooms (N = 205) indicated differences in initial performance as well as growth over time across measures of oral counting, quantity discrimination, and one-to-one counting; fewer differences were noted for numeral recognition. Results are discussed in the context of early identification and intervention. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01