Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Assessment for Effective Intervention
This Article
Right arrow Full Text (OnlineFirst PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Baglici, S. P.
Right arrow Articles by Tryon, G.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Article

Extending the Research on the Tests of Early Numeracy: Longitudinal Analyses Over Two School Years

Stephanie Petreshock Baglici, PHD1*, Robin Codding2, and Georgiana Tryon3

1 Franklin Square Union Free School District, Franklin Square, New York
2 University of Massachusetts, Boston
3 City University of New York, New York City

* To whom correspondence should be addressed. E-mail: spetre4{at}hotmail.com.


  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.

First published on October 23, 2009
Assessment for Effective Intervention 2009, doi:10.1177/1534508409346053
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?