6533b85bfe1ef96bd12bb4bc

RESEARCH PRODUCT

Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties

Heidi HellstrandPekka RäsänenPirjo AunioJohan KorhonenKarin Linnanmäki

subject

PRESCHOOL-CHILDRENeducationMathematical learningSample (statistics)INDIVIDUAL-DIFFERENCESEducationExecutive functionsWORKING-MEMORYEarly numeracyKindergarten attendanceEXECUTIVE FUNCTION SKILLS0501 psychology and cognitive sciencesNUMBER SENSEReliability (statistics)ARITHMETIC DEVELOPMENTSCHOOL READINESSEnglish as a second language4. Education05 social sciences050301 educationGROWTH TRAJECTORIESNumber senseExecutive functionsMATHEMATICAL ACHIEVEMENTConfirmatory factor analysisTest (assessment)LONGITUDINAL PREDICTORSEarly numeracy516 Educational sciencesListening comprehensionPsychology0503 education050104 developmental & child psychologyClinical psychology

description

Abstract This study investigated reliability and validity evidence regarding the Early Numeracy test (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 test 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.

yearjournalcountryeditionlanguage
2020-01-01
10.1016/j.ijer.2020.101580http://hdl.handle.net/10138/320702