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ERIC Number: EJ1166778
Record Type: Journal
Publication Date: 2018-Feb
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0271-1214
Early Numeracy Trajectories: Baseline Performance Levels and Growth Rates in Young Children by Disability Status
Hojnoski, Robin L.; Caskie, Grace I. L.; Miller Young, Robin
Topics in Early Childhood Special Education, v37 n4 p206-218 Feb 2018
Data indicate that children with disabilities typically display lower levels of proficiency in mathematics than their nondisabled peers, with this difference remaining stable over time. Although literature exists regarding school-age children, few studies have examined early numeracy skills of preschoolers and child characteristics associated with performance and growth over time. Thus, the purpose of this study is to examine the performance and growth over time of preschool-age children who have a disability and those without a disability to determine whether patterns of performance are evident at this age and how patterns may differ between the two groups. Results from a sample of children enrolled in inclusive preschool classrooms (N = 205) indicated differences in initial performance as well as growth over time across measures of oral counting, quantity discrimination, and one-to-one counting; fewer differences were noted for numeral recognition. Results are discussed in the context of early identification and intervention.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bracken Basic Concept Scale; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A