Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study - Kindergarten cohort

By James Clyde DiPerna, Pui‐wa Lei, E. E. Reid. 2007

169 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ad522ebe094000cfc43aa5224ddc679f23f7cf7b

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Citations in the corpus

Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “, 2009; Kroesbergen & Van Luit, 2003). Xin and Jitendra (1999) conducted a meta-analysis on word problem solving interventions for Grade 1 – post-secondary students with high incidence disabilities”
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, methodology): “DiPerna et al. (2007) also examined the relationship between student engagement and achievement growth in mathematics using the ECLS-K database from kindergarten entry to third-grade exit with a nationally representative sample of 3,240 students.”
Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement? (2009, result): “In line with DiPerna et al. (2007) in promoting the need to identify predictors over time, the current study attempted to answer the question: When does the assessment of seriation, classification, and counting have some added value in the prediction of below-average performance in mathematics and…”
The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, background): “Specifically, cognitive characteristics such as attention, motivation, and persistence indicate greater success in the primary grades, with persistence and goal-directed behaviors being positively associated specifically with mathematical ability ( DiPerna et al. 2007 ).”
Preparing children for success: integrating science, math, and technology in early childhood classroom (2015, background): “…had little place in early childhood education classrooms because of teachers’ low confidence about these subjects and lack of professional knowledge (DiPerna et al., 2007; Dobbs-Oates, & Robinson, 2012; Maier et al., 2013), we conclude that this finding could be indirectly related to children’s…”