Extending the research on the Tests of Early Numeracy: Longitudinal analyses over two school years

Stephanie Petreshock Baglici, Robin S Codding, Georgiana Tryon

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

The purpose of this study was to extend the research on the Tests of Early Numeracy (TEN) by following a cohort of 61 students from kindergarten through first grade. Specifically, this study examined the relationship between kindergarten and first-grade TEN measures built within and across school years and their predictive validity of a math curriculum-based measurement and teacher-derived measures of mathematics administered in first grade. Correlation analyses indicated significant relationships between kindergarten and first-grade TEN performance. Results from repeated-measures analyses of variance indicated that students made significant growth on all of the TEN measures from winter kindergarten to spring of first grade; however, different measures yielded significant growth within each grade. Kindergarten TEN performance also accounted for a significant amount of variance in first-grade computation skills and was moderately correlated with teacher ratings.

Original languageEnglish (US)
Pages (from-to)89-102
Number of pages14
JournalAssessment for Effective Intervention
Volume35
Issue number2
DOIs
StatePublished - Mar 1 2010

Keywords

  • Curriculum-based measurement
  • First grade
  • Kindergarten
  • Math

Fingerprint Dive into the research topics of 'Extending the research on the Tests of Early Numeracy: Longitudinal analyses over two school years'. Together they form a unique fingerprint.

Cite this