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Classification, seriation, and counting in grades 1, 2, and 3 as two-year longitudinal predictors for low achieving in numerical facility and arithmetical achievement?

Annemie Desoete (UGent) , Pieter Stock (UGent) , Annemie Schepens (UGent) , Dieter Baeyens (UGent) and Herbert Roeyers (UGent)
Author
Organization
Abstract
Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines (n = 158) two-year-long predictive relationships between children's seriation, classification, procedural counting knowledge, and conceptual counting knowledge, and their numerical facility and arithmetical achievement in Grades 3, 4, and 5. Path analyses reveal a relationship between procedural counting knowledge in Grades 1 and 3 and numerical facility, and between conceptual counting knowledge in Grade 1 and arithmetical achievement in Grades 1 and 2. In addition, procedural counting knowledge correlates with seriation, and conceptual counting knowledge correlates with classification as well as with seriation in Grade 1. Clinicians are encouraged to select early arithmetic subtests with caution when assessing and predicting arithmetic and arithmetical disabilities.
Keywords
KINDERGARTEN, EARLY NUMERACY, PERFORMANCE, counting, arithmetical achievement, numerical facility, classification, seriation, WORKING-MEMORY, SKILL, CHILDREN, MATHEMATICS, KNOWLEDGE

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Chicago
Desoete, Annemie, Pieter Stock, Annemie Schepens, Dieter Baeyens, and Herbert Roeyers. 2009. “Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?” Journal of Psychoeducational Assessment 27 (3): 252–264.
APA
Desoete, Annemie, Stock, P., Schepens, A., Baeyens, D., & Roeyers, H. (2009). Classification, seriation, and counting in grades 1, 2, and 3 as two-year longitudinal predictors for low achieving in numerical facility and arithmetical achievement? JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 27(3), 252–264.
Vancouver
1.
Desoete A, Stock P, Schepens A, Baeyens D, Roeyers H. Classification, seriation, and counting in grades 1, 2, and 3 as two-year longitudinal predictors for low achieving in numerical facility and arithmetical achievement? JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT. 2009;27(3):252–64.
MLA
Desoete, Annemie, Pieter Stock, Annemie Schepens, et al. “Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?” JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 27.3 (2009): 252–264. Print.
@article{789150,
  abstract     = {Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines (n = 158) two-year-long predictive relationships between children's seriation, classification, procedural counting knowledge, and conceptual counting knowledge, and their numerical facility and arithmetical achievement in Grades 3, 4, and 5. Path analyses reveal a relationship between procedural counting knowledge in Grades 1 and 3 and numerical facility, and between conceptual counting knowledge in Grade 1 and arithmetical achievement in Grades 1 and 2. In addition, procedural counting knowledge correlates with seriation, and conceptual counting knowledge correlates with classification as well as with seriation in Grade 1. Clinicians are encouraged to select early arithmetic subtests with caution when assessing and predicting arithmetic and arithmetical disabilities.},
  author       = {Desoete, Annemie and Stock, Pieter and Schepens, Annemie and Baeyens, Dieter and Roeyers, Herbert},
  issn         = {0734-2829},
  journal      = {JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT},
  language     = {eng},
  number       = {3},
  pages        = {252--264},
  title        = {Classification, seriation, and counting in grades 1, 2, and 3 as two-year longitudinal predictors for low achieving in numerical facility and arithmetical achievement?},
  url          = {http://dx.doi.org/10.1177/0734282908330588},
  volume       = {27},
  year         = {2009},
}

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