Prediction and Stability of Mathematics Skill and Difficulty

Autor/inn/en	Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M.
Titel	Prediction and Stability of Mathematics Skill and Difficulty
Quelle	In: Journal of Learning Disabilities, 46 (2013) 5, S.428-443 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411436214
Schlagwörter	Mathematics Instruction; Mathematics Skills; Learning Problems; Longitudinal Studies; Prediction; Elementary School Students; Elementary School Mathematics; Grade 3; Grade 4; Cutting Scores; Severity (of Disability); Mathematical Concepts; Short Term Memory; Attention Span; Student Characteristics; Urban Schools; Disability Identification; Mathematics Achievement; Comparative Analysis; Age Differences; Gender Differences; Ethnicity; Socioeconomic Status; Classification; Change; Tennessee; Texas; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernproblem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schweregrad; Kurzzeitgedächtnis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics sikills; Mathematical ability; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ethnizität; Socio-economic status; Sozioökonomischer Status; Classification system; Klassifikation; Klassifikationssystem; Wandel
Abstract	The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievement criteria in the spring of Grade 3 or Grade 4. Students were reassessed 2 years later. For both measure types, a similar proportion of students changed whether assessed categorically or continuously. However, categorical change was heavily dependent on distance from the cut point and so more common for MD, who started closer to the cut point; reliable change index change was more similar across groups. There were few differences with regard to severity level of MD on continuous metrics or in terms of prediction. Final math performance on a broad computation measure was predicted by behavioral inattention and working memory while considering initial performance; for a specific fluency measure, working memory was not uniquely related, and behavioral inattention more variably related to final performance, again while considering initial performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10