Validation and decision accuracy of early numeracy skill indicators

School Psychology Review

Volumn 37, Issue 3, 2008, Pages 359-373

  Methe, Scott A ^a   Hintze, John M ^b   Floyd, Randy G ^c  

^a EAST CAROLINA UNIVERSITY   (United States)

^b UNIVERSITY OF MASSACHUSETTS   (United States)

^c University of Memphis

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54549095849     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (52)

1. Allen, M. J., & Yen, W. M. (1979). Introduction to measurement theory. Prospect Heights, IL: Waveland Press.
2. Aubrey, C. (2001). Early mathematics. In T. David (Ed.), Promoting evidence-based practice in early childhood education: Research and its implications (pp. 185-210). Amsterdam: Elsevier Press.
3. Baroody, A. J. (2004). The developmental bases for early childhood operations and number standards. In D. H. Clements & J. Sarama (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
4. Baroody, A. J., Ginsburg, H. P., & Waxman, B. (1983). Children's use of mathematical structure. Journal for Research in Mathematics Education, 14, 156-168.
5. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-144.
6. Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention, 30(2), 3-14.
7. Clarke, B., & Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum based measurement. School Psychology Review, 33, 234-248.
8. Clements, D. H. (2004). Major themes and recommendations. In D. H. Clements, J. Sarama, & M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 7-76). Mahwah, NJ: Erlbaum.
9. Clements, D. H., Sarama, J., & DiBiase, M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
10. Daly, E. J., Hintze, J. M., & Hamler, K. R. (2000). Improving practice by taking steps toward technological improvements in academic intervention in the new millennium. Psychology in the Schools, 37, 61-72.
11. Daly, E. J., Wright, J. A., Kelly, S. Q., & Martens, B. K. (1997). Measures of early academic skills: Reliability and validity with a first grade sample. School Psychology Quarterly, 12, 268-280.
12. Deno, S. L. (1989). Curriculum-based measurement and special education services: A fundamental and direct relationship. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 1-17). New York: Guilford Press.
13. Floyd, R. G., Hojnoski, R., & Key, J. (2006). Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators. School of Psychology Review, 35, 627-644.
14. Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. Journal of Special Education, 41, 121-139.
15. Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33, 188-192.
16. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-500.
17. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
18. Fuchs, L. S., & Fuchs, D. (2001). Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities Research & Practice, 16, 85-95.
19. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Walz, L. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
20. Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33, 18-28.
21. Ginsburg, H. P., & Baroody, A. J. (2003). Test of Early Mathematics Ability, Third Edition. Austin, TX: Pro-Ed.
22. Ginsburg, H. P., & Russell, R. L. (1981). Social class and racial influences on early mathematical thinking. Monographs of the Society for Research in Child Development, 46(6), 69-69.
23. Good, R. H., III, Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. Educational and Child Psychology, 15, 56-70.
24. Gredler, G. R. (1992). School readiness: Assessment and educational issues. Brandon, VT: Clinical Psychology Publishing.
25. Gresham, F. M., & MacMillan, D. L. (1997). Teachers as 'tests': Differential validity of teacher judgments in identifying students at-risk. School Psychology Review, 26, 47-60.
26. Griffin, S. A., Case, R., & Siegler, R. S. (1994). Right-start: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 25-49). Cambridge, MA: MIT Press.
27. Hintze, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.
28. Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent validity and diagnostic accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32, 541-555.
29. Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34, 372-386.
30. Howell, K. W., & Nolet, V. (1999). Curriculum-based evaluation: Teaching and decision making. Belmont, CA: Wadsworth Publishing.
31. Joram, E., Resnick, L. B., & Gabriele, A. J. (1995). Numeracy as cultural practice: An examination of numbers in magazines for children, teenagers, and adults. Journal for Research in Mathematics Education, 26, 346-361.
32. Joyce, B. G., & Wolking, W. D. (1987). Standardized tests and timed curriculum-based assessments: A comparison of two methods for screening high-risk students. Journal of Psychoeducational Assessment, 5, 185-193.
33. Kame'enui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.
34. Kavale, K. A., Forness, S. R., & Siperstein, G. N. (1999). Efficacy of special education and related services. Washington, DC: American Association on Mental Retardation.
35. Linn, R. L., & Gronlund, N. E. (2000). Measurement and assessment in teaching (8th ed.). Upper Saddle River, NJ: Prentice Hall.
36. Methe, S. A., & Riley-Tillman, T. C. (2008). An informed approach to selecting and designing early mathematics interventions. School Psychology Forum, 2, 29-41.
37. National Center for Education Statistics. (2004). NAEP 2004 trends in academic progress: Three decades of student performance in reading and mathematics (No. NCES 2005-464). Washington, DC: U.S. Government Printing Office.
38. National Center for Education Statistics. (2002) Children's reading and mathematics achievement in kindergarten and first grade (NCES Publication No. 2004-007). Washington, DC: U.S. Department of Education.
39. National Center for Education Statistics. (1996). How accurate are teacher judgments of students' academic performance? (NCES Publication No. 96-08). Washington, DC: U.S. Department of Education.
40. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
41. National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through 8th grade mathematics: A quest for coherence. Reston, VA: Author.
42. Reid, E. E., Morgan, P. L., DiPerna, J. C., & Lei, P. W. (2006). Development of measures to assess young children's early academic skills: Preliminary findings from a Head Start-university partnership. Insights on Learning Disabilities, 3, 25-38.
43. Shapiro, E. S. (2006). Are we solving the big problems? School Psychology Review, 35, 260-265.
44. Shaywitz, B. A., Fletcher, J. M., Holahan, J. M., & Shaywitz, S. E. (1992). Discrepancy compared to low achievement definitions of reading disability: Results from the Connecticut Longitudinal Study. Journal of Learning Disabilities, 25, 639-648.
45. Shinn, M. R. (1995). Best practices in curriculum-based measurement and its use in a problem solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (3rd ed., pp. 547-567). Washington, DC: National Association of School Psychologists.
46. Silberglitt, B., & Hintze, J. M. (2005). Formative assessment using CBM-R cut scores to track progress toward success on state-mandated achievement tests: A comparison of methods. Journal of Psychoeducational Assessment, 23, 304-325.
47. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-406.
48. Streiner, D. L. (2003). Diagnosing tests: Using and misusing diagnostic and screening tests. Journal of Personality Assessment, 81, 209-219.
49. Swets, J. A. (1992). The science of choosing the right decision threshold in high-stakes diagnostics. American Psychologist, 47, 522-532.
50. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
51. VanDerHeyden, A. M., Broussard, C., & Cooley, A. (2006). Further development of measures of early math performance for preschoolers. Journal of School Psychology, 44, 533-553.
52. Watkins, M. W., & Pacheco, M. (2000). Interobserver agreement in behavioral research: Importance and calculation. Journal of Behavioral Education, 10, 205-212.