Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?

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The development of early numeracy skills in kindergarten in low-, average- and high-performance groups (2015, background): “On the other hand, the longitudinal studies clearly demonstrate that numerical relational skills are an essential part of early numeracy development (Aunio and Niemivirta, 2010; Desoete et al., 2009; Stock et al., 2009).”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “For example, basic counting and enumeration skills have been found to predict arithmetical competence in, inter alia, Canada, England, Finland, Flanders, Taiwan and the USA respectively (LeFevre et al. 2006; Aubrey and Godfrey 2003; Aunola et al. 2004; Desoete et al. 2009; Yang and Li 2008; Jordan e”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “2010), number reading (Passolunghi, Vercelloni, and Schadee 2007), and numeracyrelated logical (Aunio and Niemivirta 2010; Desoete et al. 2009; Stock, Desoete, and Roeyers 2009) have been found to be good predictors of later mathematics”