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

Hojnoski, Robin L.; Caskie, Grace I. L.; Young, Robin Miller

doi:10.1177/0271121417735901

Cited by 19 publications

(15 citation statements)

References 28 publications

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“…Students from lower socioeconomic backgrounds (Jordan & Levine, 2009), with or at risk for a mathematical learning disability (Gersten et al, 2009), and students with disabilities, including students with autism, are more likely to have difficulties developing early number sense (Oswold et al, 2016; Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014). Furthermore, recent research has shown children with disabilities enter Kindergarten with less number sense skills than typically developing peers and demonstrate less growth than children without disabilities (Hojnoski, Caskie, & Young, 2018).…”

mentioning

confidence: 99%

Building the Early Number Sense of Kindergarteners With Autism: A Replication Study

Root

Henning

Jimenez

2019

Remedial and Special Education

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This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by pre–post standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher’s perception of self-efficacy. The study’s contribution to research, recommendations for practice, and implications for future research are discussed.

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confidence: 99%

Building the Early Number Sense of Kindergarteners With Autism: A Replication Study

Root

Henning

Jimenez

2019

Remedial and Special Education

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“…It is important to note that special education preschool program was not superior to the regular education program for children without disabilities. However, this finding is still in favor of the quality of special education preschool program as the earlier studies have found different developmental trajectories in math achievement between children with and without disabilities, with children without disabilities having higher gains over the course of six months (Hojnoski, Caskie, & Miller Young, 2018). Regular preschool programs, although somewhat inferior to the special education program for children with intellectual disability, have also resulted in large and significant improvements.…”

Section: Discussionmentioning

confidence: 86%

Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

Slavkovic¹,

Memišević

2019

PEC

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Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

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“…A number of recent studies examining the development of math performance in primary school suggest a cumulative growth pattern (Aunola et al, 2004;Bodovski and Farkas, 2007;Morgan et al, 2011;Geary et al, 2012;Missall et al, 2012;Salaschek et al, 2014;Hojnoski et al, 2018). For a detailed synthesis of early numeracy growth studies, see Salaschek et al (2014).…”

Section: Introductionmentioning

confidence: 99%

Insights Into First Grade Students' Development of Conceptual Numerical Understanding as Drawn From Progression-Based Assessments

2020

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Early numeracy has been found to be one of the strongest predictors for later success in learning. Equipping children with a sound conceptual numerical understanding should therefore be a focus of early primary school mathematics. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. This study examines numeracy learning of 101 first grade students over the course of one school year using progression-based assessments. Findings show that the students' performance increased significantly over time and that the initial conceptual numerical understanding had a positive effect on the students' learning progress as well as their end of school year performance. Analyzing the performance data based on the levels of the underlying developmental model uncovered an increasing elaboration of conceptual numerical understanding over time, but also individual differences within this process that need to be addressed through targeted intervention.

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

Cited by 19 publications

References 28 publications

Building the Early Number Sense of Kindergarteners With Autism: A Replication Study

Building the Early Number Sense of Kindergarteners With Autism: A Replication Study

Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement

Insights Into First Grade Students' Development of Conceptual Numerical Understanding as Drawn From Progression-Based Assessments

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