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ERIC Number: ED529593
Record Type: Non-Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0022-0663
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment
Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
Online Submission, Journal of Educational Psychology v104 n1 p224-234 2012
The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1st-grade calculations (CAs) and word problems (WPs) development, while controlling for the role of traditional assessments. Among 184 1st graders, predictors (DA, Quantity Discrimination, Test of Mathematics Ability, language, and reasoning) were assessed near the start of 1st grade. CA and WP were assessed near the end of 1st grade. Planned regression and commonality analyses indicated that for forecasting CA development, Quantity Discrimination, which accounted for 8.84% of explained variance, was the single most powerful predictor, followed by Test of Mathematics Ability and DA; language and reasoning were not uniquely predictive. By contrast, for predicting WP development, DA was the single most powerful predictor, which accounted for 12.01% of explained variance, with Test of Mathematics Ability, Quantity Discrimination, and language also uniquely predictive. Results suggest that different constellations of cognitive resources are required for CA vs. WP development and that DA may be useful in predicting 1st-grade mathematics development, especially WP. (Contains 3 tables and 1 footnote.) [Support for this research was also provided by the Eunice Kennedy Shriver National Institute of Child Health & Human Development awarded to Vanderbilt University.]
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A090039