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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*,
Pieter Stock,
Annemie Schepens,
Dieter Baeyens,
and
Herbert Roeyers
University of Ghent, Belgium
* To whom correspondence should be addressed. E-mail: Anne.Desoete{at}UGent.be.
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Abstract |
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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 l and 3 and numerical facility, and between conceptual counting knowledge in Grade l 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.
First published on February 17, 2009, doi:10.1177/0734282908330588
Journal of Psychoeducational Assessment 2009;27:252.
A more recent version of this article appeared on June 1, 2009
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