Investigating the Incremental Validity of Cognitive Variables in Early Mathematics Screening

Autor/inn/en	Clarke, Ben; Shanley, Lina; Kosty, Derek; Baker, Scott K.; Cary, Mari Strand; Fien, Hank; Smolkowski, Keith
Titel	Investigating the Incremental Validity of Cognitive Variables in Early Mathematics Screening
Quelle	In: School Psychology Quarterly, 33 (2018) 2, S.264-271 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000214
Schlagwörter	Mathematics Instruction; Screening Tests; At Risk Students; Cognitive Measurement; Numeracy; Multiple Regression Analysis; Mathematics Achievement; Mathematics Skills; Intervention; Curriculum Based Assessment; Correlation; Intelligence Tests; Kindergarten; Statistical Analysis; Early Childhood Education; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Screening-Verfahren; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Korrelation; Intelligence test; Intelligenztest; Statistische Analyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression results indicated that Wechsler Abbreviated Scales of Intelligence (WASI) Matrix Reasoning and Vocabulary subtests, and Digit Span Forward and Backward measures explained a small, but unique portion of the variance in kindergarten students' mathematics performance on the Test of Early Mathematics Ability-Third Edition (TEMA-3) when controlling for Early Numeracy Curriculum Based Measurement (EN-CBM) screening measures (R[superscript change][subscript 2] = 0.01). Furthermore, the incremental validity of the domain general cognitive measures was relatively stronger for the severely at-risk sample. We discuss results from the study in light of instructional decision-making and note the findings do not justify adding domain general cognitive assessments to mathematics screening batteries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01