Browsing by Subject "Early numeracy"

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  • Aunio, Pirjo; Korhonen, Johan; Ragpot, Lara; Törmänen, Minna; Henning, Elizabeth (2021)
    The aim of this study was to investigate whether early numeracy skills of South African first graders who are at-risk for mathematical learning difficulties can be improved with an intervention program. The participants were 267 children from 17 classrooms in the greater Johannesburg area. In this quasi-experimental small group intervention study (15 sessions over 5 weeks) the outcome measure was early numeracy skills. Based on pretest early numeracy scores, the children were divided into an intervention group (N = 40), a low performing control group (N = 32), and an average performing control group (N = 195). The main result was that the intervention group had improved more in numerical relational skills, compared to low-controls; this effect remained statistically significant after controlling for executive functions, language skills and kindergarten attendance, and was also observable in the delayed post-measurement. Executive functions, language skills and kindergarten attendance all predicted the level of early numeracy skills at the beginning of the intervention, but only executive functions explained individual differences in counting skills development from pre- to delayed posttest.
  • Aunio, Pirjo; Korhonen, Johan; Ragpot, Lara; Törmänen, Minna; Mononen, Riikka; Henning, Elizabeth (2019)
    The aim of the study was to investigate the influence of cognitive skills (executive function), language factors (listening comprehension, English as a second language, ESL) and kindergarten attendance on early numeracy in a cross-sectional sample of South African children (N = 442) in the beginning of Grade 1. The mean age of children was 81.62 months (SD =5.40). Structural equation path models showed that kindergarten attendance predicted children’s early numeracy performance even when controlling for executive function and language skills. Listening comprehension skills predicted the early numeracy skills more strongly than did executive function skills. ESL was associated with weaker early numeracy performance.
  • Hellstrand, Heidi; Korhonen, Johan; Räsänen, Pekka; Linnanmäki, Karin; Aunio, Pirjo (2020)
    This study investigated reliability and validity evidence regarding the Early Numeracy WA (EN-test) in a sample of 1139 Swedish-speaking children (587 girls) in kindergarten (n = 361), first grade (n = 321), and second grade (n = 457). Structural validity evidence was established through confirmatory factor analysis (CFA), which showed that a four-factor model fit the data significantly better than a one-factor or two-factor model. The known-group and cross-cultural validity were established through multigroup CFAs, finding that the four-factor model fit the gender, age and language groups equally well. Internal consistency for the WA and sub-skills varied from good to excellent. The EN-test can be considered as an appropriate assessment to identify children at risk for mathematical learning difficulties.
  • Lopez-Pedersen, Anita; Mononen, Riikka; Korhonen, Johan; Aunio, Pirjo; Melby-Lervåg, Monica (2021)
    This study investigated the psychometric properties of the Early Numeracy Screener. The Early Numeracy Screener is a teacher-administered, paper-and-pencil test measuring counting skills, numerical relational skills, and basic arithmetic skills. Three hundred and sixty-six first graders took the Early Numeracy Screener at the beginning of the school year. Confirmatory factor analysis was conducted in order to examine whether the screening tool was identified as a one-factor model or a three-factor model. The confirmatory factor analysis found evidence for the three-factor model, establishing construct validity. Evidence for criterion-related validity was found in crosstabulation and correlation with the national test measuring overall mathematics performance taken towards the end of the school year. The Early Numeracy Screener may serve as an indicator of young children's performance in early numeracy. The brevity and ease of use of the Early Numeracy Screener make it suitable for classroom instructional settings.