Universal Screening in Mathematics for Spanish Students in First Grade

Autor/inn/en	de León, Sara C.; Jiménez, Juan E.; García, Eduardo; Gutiérrez, Nuria; Gil, Verónica
Titel	Universal Screening in Mathematics for Spanish Students in First Grade
Quelle	In: Learning Disability Quarterly, 44 (2021) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de León, Sara C.) ORCID (Gutiérrez, Nuria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720903273
Schlagwörter	Mathematics Skills; Curriculum Based Assessment; Grade 1; Elementary School Students; At Risk Students; Learning Disabilities; Screening Tests; Predictive Validity; Identification; Computation; Classification; Spanish Speaking; Foreign Countries; Reliability; Measures (Individuals); Accuracy; Spain + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Learning handicap; Lernbehinderung; Screening-Verfahren; Identifikation; Identifizierung; Classification system; Klassifikation; Klassifikationssystem; Ausland; Reliabilität; Messdaten; Spanien
Abstract	The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students' risk status and growth rate during first grade. (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	2024/1/01