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There has been increased attention to the development of assessment measures for evaluating mathematical skills in young children in order to inform instruction and intervention. However, existing tools have focused primarily on number sense with little attention to other areas of mathematical...
The present study examined the technical adequacy of curriculum-based measures (CBMs) of early numeracy. Six 1-min early mathematics tasks were administered to 137 kindergarten and first-grade students, along with an omnibus test of early mathematics. The CBM measures included Count Out Loud,...
Because math fact automaticity has been identified as a key barrier for students struggling with mathematics, we examined how initial math achievement levels influenced the path to automaticity (e.g., variation in number of attempts, speed of retrieval, and skill maintenance over time) and the...
The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was...
The purpose of this study was to extend the research on the Tests of Early Numeracy Curriculum-Based Measurement (TEN-CBM) tools by examining concurrent and predictive relations from kindergarten through third grade. Using a longitudinal sample of 535 students, this study included logistic...
The purpose of this extended commentary article is to frame the set of studies in the first of two issues and recommend areas of inquiry for future research. This special series issue features studies examining the technical qualities of formative assessment procedures that were developed to...
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