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ERIC Number: EJ1221859
Record Type: Journal
Publication Date: 2019-Aug
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0731-9487
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills
Kiss, Allyson J.; Nelson, Gena; Christ, Theodore J.
Learning Disability Quarterly, v42 n3 p161-174 Aug 2019
Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.
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: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Minnesota Comprehensive Assessment