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 language | English (US) |
|---|---|
| Pages (from-to) | 89-102 |
| Number of pages | 14 |
| Journal | Assessment for Effective Intervention |
| Volume | 35 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 2010 |
| Externally published | Yes |
Keywords
- Curriculum-based measurement
- First grade
- Kindergarten
- Math