Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?

Autor/inn/en	Desoete, Annemie; Stock, Pieter; Schepens, Annemie; Baeyens, Dieter; Roeyers, Herbert
Titel	Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?
Quelle	In: Journal of Psychoeducational Assessment, 27 (2009) 3, S.252-264 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282908330588
Schlagwörter	Grades (Scholastic); Learning Disabilities; Mathematics Tests; Classification; Grade 3; Grade 1; Arithmetic; Grade 2; Predictor Variables; Mathematics Achievement; Correlation; Grade 4; Grade 5; Elementary School Students; Elementary School Mathematics; Mathematics Skills; Low Achievement; Foreign Countries; Serial Ordering; Belgium + Suchen Sie Ihr Suchwort? Notenspiegel; Learning handicap; Lernbehinderung; Classification system; Klassifikation; Klassifikationssystem; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Mathematics ability; Unterdurchschnittliche Leistung; Ausland; Ordnen; Ordnungsstruktur; Ordnungssystem; Belgien
Abstract	Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines (n = 158) two-year-long predictive relationships between children's seriation, classification, procedural counting knowledge, and conceptual counting knowledge, and their numerical facility and arithmetical achievement in Grades 3, 4, and 5. Path analyses reveal a relationship between procedural counting knowledge in Grades 1 and 3 and numerical facility, and between conceptual counting knowledge in Grade 1 and arithmetical achievement in Grades 1 and 2. In addition, procedural counting knowledge correlates with seriation, and conceptual counting knowledge correlates with classification as well as with seriation in Grade 1. Clinicians are encouraged to select early arithmetic subtests with caution when assessing and predicting arithmetic and arithmetical disabilities. (Contains 4 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10