Kindergarten Predictors of Math Learning Disability

Autor/inn/en	Mazzocco, Michele M. M.; Thompson, Richard E.
Titel	Kindergarten Predictors of Math Learning Disability
Quelle	In: Learning Disabilities Research and Practice, 20 (2005) 3, S.142-155 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2005.00129.x
Schlagwörter	Psychoeducational Methods; Individual Testing; Grade 2; Grade 3; Test Items; Kindergarten; Mental Computation; Mathematics Education; Learning Disabilities; Mathematics Achievement; Longitudinal Studies; Psychometrics; Predictor Variables; Predictive Measurement; Screening Tests; Educational Diagnosis; At Risk Students; Cognitive Tests; Scores + Suchen Sie Ihr Suchwort? Persönlichkeitstest; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Test content; Testaufgabe; Kopfrechnen; Mathematische Bildung; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psychometry; Psychometrie; Prädiktor; Screening-Verfahren; Pedagogical diagnostics; Pädagogische Diagnostik; Kognitiver Fähigkeitstest
Abstract	The aim of the present study was to address how to effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can effectively predict which children will have MLD in third grade, whether an abbreviated test battery could be as effective as a standard psychoeducational assessment at predicting MLD, and whether the abbreviated battery corresponded to the literature on MLD characteristics. Participants were 226 children who enrolled in a 4-year prospective longitudinal study during kindergarten. We administered measures of mathematics achievement, formal and informal mathematics ability, visual-spatial reasoning, and rapid automatized naming and examined which test scores and test items from kindergarten best predicted MLD at grades 2 and 3. Statistical models using standardized scores from the entire test battery correctly classified approximately 80-83 percent of the participants as having, or not having, MLD. Regression models using scores from only individual test items were less predictive than models containing the standard scores, except for models using a specific subset of test items that dealt with reading numerals, number constancy, magnitude judgments of one-digit numbers, or mental addition of one-digit numbers. These models were as accurate in predicting MLD as was the model including the entire set of standard scores from the battery of tests examined. Our findings indicate that it is possible to effectively predict which kindergartners are at risk for MLD, and thus the findings have implications for early screening of MLD. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10