Citations (68)
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Laura Traverso, Irene Tonizzi, M. Carmen Usai & Paola Viterbori. (2023) The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children. Journal of Cognition and Development 24:5, pages 774-796.
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Cassandra M. Henderson & John W. Fantuzzo. (2023) Challenging the Core Assumption of Chronic Absenteeism: Are Excused and Unexcused Absences Equally Useful in Determining Academic Risk Status?. Journal of Education for Students Placed at Risk (JESPAR) 28:3, pages 259-293.
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Sandi Cooper, Ryann N. Shelton, R. Noah Padgett, Brandy Crowley, Keith Kerschen & Melissa P. Donham. (2022) The Impact of a Summer Intervention Focused on Foundational Concepts of Number Sense for Early Learners. Investigations in Mathematics Learning 14:3, pages 199-214.
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Si Chen, Chen Zhao, Chen Chen, Zhiping Wu, Catherine E. Snow & Mai Lu. (2022) Does One More Year Matter? Dosage Effect of the One-Village-One-Preschool Intervention in Rural China. Journal of Research on Educational Effectiveness 15:2, pages 217-242.
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Pınar Güner & Semirhan Gökçe. (2021) Monitoring the nomological network of number sense studies. International Journal of Mathematical Education in Science and Technology 52:4, pages 580-608.
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Corinne Bower, Rosalie Odean, Brian N. Verdine, Jelani R. Medford, Maya Marzouk, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2020) Associations of 3-year-olds’ Block-building Complexity with Later Spatial and Mathematical Skills. Journal of Cognition and Development 21:3, pages 383-405.
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Helen Cramman, Sarah Gott, John Little, Christine Merrell, Peter Tymms & Lee T. Copping. (2020) Number identification: a unique developmental pathway in mathematics?. Research Papers in Education 35:2, pages 117-143.
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Tuğba Öçal & Emine Kızıltaş. (2019) The number zero: preschool teachers’ perceptions and teaching practices: a Turkish sample. Education 3-13 47:6, pages 705-716.
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Randa Abdelaleem Elmonayer. (2019) Promoting number sense of Egyptian autistic children mainstreamed in kindergartens through visual scaffolding. Early Child Development and Care 189:8, pages 1242-1255.
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Alex J. Bowers & Xiaoliang Zhou. (2019) Receiver Operating Characteristic (ROC) Area Under the Curve (AUC): A Diagnostic Measure for Evaluating the Accuracy of Predictors of Education Outcomes. Journal of Education for Students Placed at Risk (JESPAR) 24:1, pages 20-46.
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Der-Ching Yang & Yung-Chi Lin. (2015) Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test. Educational Research 57:4, pages 368-388.
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Ashley Lewis Presser, Margaret Clements, Herbert Ginsburg & Barbrina Ertle. (2015) Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum. Early Education and Development 26:3, pages 399-426.
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Kara M. Styck & Marley W. Watkins. (2013) Diagnostic Utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children—Fourth Edition Among Referred Students. School Psychology Review 42:4, pages 367-382.
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Ann
M. Berghout Austin, Belinda Blevins-Knabe & Maegan Lokteff. (2013) Early mathematics and phonological awareness in two child care settings. Early Child Development and Care 183:9, pages 1197-1214.
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Ann Williams. (2013) A teacher's perspective of dyscalculia: Who counts? An interdisciplinary overview. Australian Journal of Learning Difficulties 18:1, pages 1-16.
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Marina Shvartsman & Shelley Shaul. (2024) Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children. Child & Youth Care Forum.
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Joana Cruz, Diana Alves, Marisa Carvalho, Sofia Abreu Mendes, Bruna Rodrigues & Irene Cadime. (2024) Assessment of math abilities before school entry: a tool development. Frontiers in Education 8.
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Luciana Vellinho Corso, Helena Vellinho Corso & Jerusa Fumagalli de Salles. 2024. Neuropsychological Interventions for Children - Volume 1. Neuropsychological Interventions for Children - Volume 1
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Carynne Alison Fisher & Eileen Africa. (2023) The Effect of a Physically Active Academic Intervention on the Physical Fitness and Mathematical Performance of Grade 1 Learners in Cape Town, South Africa. Early Childhood Education Journal.
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Connor D. O'Rear, Erica L. Zippert, Patrick Ehrman, Lauren Westerberg, Christopher J. Lonigan & David J. Purpura. (2023) Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?. Infant and Child Development 32:5.
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Marina Shvartsman & Shelley Shaul. (2023) The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade. Children 10:8, pages 1285.
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Marah Sutherland, Taylor Lesner, Derek Kosty, Cayla Lussier, Keith Smolkowski, Jessica Turtura, Christian T. Doabler & Ben Clarke. (2022) Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?. Journal of Learning Disabilities 56:4, pages 243-256.
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Ali İbrahim Can Gözüm, Eren Halil Özberk, Ümit Ünsal Kaya & Özgün Uyanık Aktulun. (2023) Number Sense Across the Transition from Preschool to Elementary School: A Latent Profile Analysis. Early Childhood Education Journal.
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Gena Nelson, Allyson J. Kiss, Robin S. Codding, Nicole M. McKevett, Johna F. Schmitt, Soyoung Park, Monica E. Romero & Jiyung Hwang. (2023) Review of curriculum-based measurement in mathematics: An update and extension of the literature. Journal of School Psychology 97, pages 1-42.
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Büşra YILMAZ YENİOĞLU & Mine SÖNMEZ KARTAL. (2023) The Effectiveness of the Activity Package Based on Direct Instruction Method in Developing the Number Sense of Children with Intellectual DisabilitiesZihin Yetersizliği Olan Çocukların Sayı Hissini Geliştirmede Doğrudan Öğretim Yöntemine Dayalı Etkinlik Paketinin Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:1, pages 19-35.
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Tasia Brafford, Ben Clarke, Russell M. Gersten, Keith Smolkowski, Marah Sutherland, Joe Dimino & David Fainstein. (2023) Exploring an early numeracy screening measure for English learners in primary grades. Early Childhood Research Quarterly 63, pages 278-287.
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Xin Lin & Sarah R. Powell. (2023) Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model. Early Childhood Research Quarterly 63, pages 85-97.
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Chien-Heng Lin. (2022) Developing mental number line games to improve young children’s number knowledge and basic arithmetic skills. Journal of Experimental Child Psychology 222, pages 105479.
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Der-Ching Yang. (2022) Investigating the differences between confidence ratings in the answer and reason tiers in fourth graders via online four-tier test. Studies in Educational Evaluation 72, pages 101127.
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Jasmeet Kaur, Mohamad Taleuzzaman, Vishnu Das & Anirudh Dev Singh. 2022. Nanotherapeutics in Cancer Vaccination and Challenges. Nanotherapeutics in Cancer Vaccination and Challenges
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Lina Shanley, Ben Clarke, Keith Smolkowski, Christian T. Doabler, Evangeline C. Kurtz‐Nelson & Hank Fien. (2021) Examining the Role of Domain‐General Skills in Mathematics Learning and Intervention Response in Kindergarten. Learning Disabilities Research & Practice 36:4, pages 330-352.
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Ayman Gamal Khalifa & Mourad Ali Eissa Saad. (2021) The Effectiveness of Touch Math on Improving Early Mathematics Ability of Kindergarten Children with Mild to Borderline Intellectual Functioning in an Inclusion Classroom. Journal of Intellectual Disability - Diagnosis and Treatment 9:2, pages 189-194.
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S. Bugden, L. Peters, N. Nosworthy, L. Archibald & D. Ansari. (2020) Identifying Children with Persistent Developmental Dyscalculia from a 2‐min Test of Symbolic and Nonsymbolic Numerical Magnitude Processing. Mind, Brain, and Education 15:1, pages 88-102.
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Marah Sutherland, Ben Clarke, Joseph F.T. Nese, Mari Strand Cary, Lina Shanley, David Furjanic & Lillian Durán. (2021) Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery. Early Childhood Research Quarterly 55, pages 119-128.
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Alina Galvão Spinillo, Jane Correa & Maria Soraia Silva Cruz. 2021. Mathematical Reasoning of Children and Adults. Mathematical Reasoning of Children and Adults
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Joshua Wilson & Jessica Rodrigues. (2020) Classification accuracy and efficiency of writing screening using automated essay scoring. Journal of School Psychology 82, pages 123-140.
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Tahsin FIRAT & Emrullah ERDEM. (2020) Matematik Öğrenmede Güçlük Yaşayan İlkokul Öğrencilerinin 1. ve 4. Sınıftaki Süreçlerine İlişkin Sınıf Öğretmenlerinin GörüşleriViews of Classroom Teachers Regarding the Processes of 1st and 4th Graders Having Difficulty in Learning Mathematics. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 22:1, pages 66-86.
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Susanne Schnepel, Helena Krähenmann, Rachel Sermier Dessemontet & Elisabeth Moser Opitz. (2019) The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal 32:1, pages 103-119.
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Gena Nelson & Kristen L. McMaster. (2019) Factors that May Influence Treatment Effects: Helping Practitioners Select Early Numeracy Interventions. Learning Disabilities Research & Practice 34:4, pages 194-206.
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John Woodward & Ron Tzur. (2017) Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education. Learning Disability Quarterly 40:3, pages 146-151.
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Ben Clarke, Christian T. Doabler, Derek Kosty, Evangeline Kurtz Nelson, Keith Smolkowski, Hank Fien & Jessica Turtura. (2017) Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size. AERA Open 3:2, pages 233285841770689.
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