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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
No measures currently provided for this factor.
Aunio, P., Hautamaki, J., Heiskari, P., & Van Luit, J. E. H. (2006). The Early Numeracy Test in Finnish: Children's norms. Scandinavian Journal of Psychology, 47(5), 369-378.
Aunio, P., & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427-435.
Aunola, K., Leskinen, E., Lerkkanen, M., & Nurmi, J. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699-713.
Deflorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers' mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341.
Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243.
Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121-151.
Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162.
Koresbergen, E. H., Van Luit, J. E. H., Van Lieshout, E. C. D. M., Van Loosbroek, E., & Van de Rijt, B. A. M. (2009). Young children at risk for math disabilities: Counting skills and executive functions. Journal of Psychoeducational Assessment, 27(3), 226-236.
Lan, X., Legare, C. H., Cameron, C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108, 677-692.
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703.
Matang, R. A., & Owens, K. (2014). The role of indigenous traditional counting systems in children's development of numerical cognition: Results from a study in Papua New Guinea. Mathematics Education Research Journal, 26, 531-553.
Martin, R. B., Cirino, P. T., Sharp, C., & Barnes, M. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12-23.
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Elaine, M. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550-560.
Noel, M.-P. (2009). Counting on working memory when learning to count and to add: A preschool study. Developmental Psychology, 45(6), 1630-1643.
Östergren, R., & Traff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115, 405-421.
Sarnecka, B. W., & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108, 662-674.
Van Luit, J. E. H., Van de Rijt, B. A. M., & Pennings, A. H. (1994). Utrechtse getalbegrip toets [early numeracy test]. Doetinchem, The Netherlands: Graviant.
Zhang, X., Koponen, T., Rasanen, P., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2014). Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child Development, 85(3), 1091-1107.