Sensitivity to growth over time of the preschool numeracy indicators with a sample of preschoolers in head start

Abstract

There has been increased attention to the development of measures for assessing mathematical skill and knowledge in young children. Most of the evidence supporting these measures is consistent with Stage 1 research in the development of progress monitoring measures (Fuchs, 2004) and consists of investigation of technical features of performance at one point in time. The purpose of the current study was to move into Stage 2 research and examine sensitivity to growth over time of the Preschool Numeracy Indicators (PNIs; Floyd, Hojnoski, & Key, 2006) in a sample of Head Start preschoolers through a longitudinal design. Results indicated the PNI Oral Counting Fluency, One-toOne Correspondence Counting Fluency, Number Naming Fluency, and Quantity Comparison Fluency task scores are sensitive to growth over time and provide preliminary support for the promise of such measures in assessing early mathematical skill development. Consideration is given to implications for assessing early mathematical skill development in the context of general outcome measurement. Copyright 2009 by the National Association of School Psychologists.

Publication Title

School Psychology Review

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