Universal Screening in Mathematics for Spanish Students in First Grade

被引：12

作者：

de Leon, Sara C. ^{[1
]}

Jimenez, Juan E. ^{[1
]}

Garcia, Eduardo ^{[1
]}

Gutierrez, Nuria ^{[1
]}

Gil, Veronica ^{[1
]}

机构：

[1] Univ La Laguna, San Cristobal la Laguna, Spain

来源：

LEARNING DISABILITY QUARTERLY | 2021年 / 44卷 / 02期

关键词：

at-risk; learning disabilities; identification; assessment; PROGRESS MONITORING MEASURES; NUMBER SENSE; INTERVENTION; CHILDREN; KINDERGARTEN; ACHIEVEMENT; PERFORMANCE; PREDICTORS; PATTERNS; ORIGINS;

D O I：

10.1177/0731948720903273

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matematicas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students' risk status and growth rate during first grade.

引用

页码：123 / 135

页数：13

共 69 条

[51] Response to intervention in mathematics: Critical elements [J].