A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement

By Ben Clarke, M. Shinn. 2004

319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/bd7758da2d57cc2270ce68ed92964d7333a73ed9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “Student assessment and decision making for RTI have been informed by extensive research conducted during the past 30 years on the use of curriculum-based measurement (CBM; Deno, 1985) and universal academic and behavioral screening. Such research has focused on the measurement of student skills via ”
The Past, Present, and Future of Curriculum-Based Measurement Research (2004, background): “Three (Ardoin et al., 2004; Clarke & Shinn, 2004; McGlinchey & Hixson, 2004) focused on the first CBM research stage, where technical features of the static score (at one point in time) are examined.”
Evaluation of the Relationship Between Literacy and Mathematics Skills As Assessed By Curriculum-Based Measures (2009, background): “Once students have begun explicit instruction in math, it is possible to identify students at risk for math academic problems through math computation and applied problem CBM measures (Clarke & Shinn, 2004).”
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories (2007, background): “Similarly, Baker et al. (2002) and Clarke and Shinn (2004) found aspects of number sense, such as magnitude comparisons and quantity discrimination, correlate with math achievement.”
Number Sense in Kindergarten: A Factor-Analytic Study of the Construct (2010, methodology): “Similarly, Clarke and Shinn (2004) suggested that number sense development is a “frequently mentioned outcome of informal early math learning” (p. 236).”
Early Identification and Interventions for Students With Mathematics Difficulties (2005, methodology): “Chard et al. (in press) explored the predictive validity of the set of three screening measures developed by Clarke and Shinn (2004) using a larger sample.”
Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, background): “Clarke and Shinn (2004) documented predictive validity of .68 with the Woodcock–Johnson spring first-grade Applied Problems subtest (Woodcock & Johnson, 1989).”
Progress Monitoring Measures in Mathematics (2007, unknown): “Clarke and Shinn (2004) computed mean weekly growth rates on four measures across a 26-week period and found that an oral counting measure produced the highest level of mean growth.”
The Predictive Utility of Kindergarten Screening for Math Difficulty (2010, methodology): “…OF KINDERGARTEN SCREENING MEASURES We were interested in the reliability of only the two multiple-skill screeners because previous work has evaluated the reliability of the singleskill QD measure (e.g., Chard et al., 2005; Clarke & Shinn, 2004; Lembke & Foegen, 2005; Pedrotty Bryant et al., 2006).”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “Clarke and Shinn (2004) and Chard et al. (2005) included items to assess number identification, quantity discrimination and missing number in their screening tool for Year 1 and kindergarten students.”
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, methodology): “One of the first efforts to develop a measure of magnitude comparison was by Clarke and Shinn (2004), who tested a timed magnitude comparison measure with first-grade students using fall screening to predict performance on the Woodcock-Johnson Psychoeducational BatteryRevised (WJ-R) Applied…”
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. (2009, background): “(2008); Clarke and Shinn (2004); Bryant, Bryant, Gersten, Scammacca, and Chavez (2008).”
Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, unknown): “…Mathematics, 2006), as regards international research on developmental progressions in early mathematics (e.g., Canobi, Reeve, & Pattison, 2002; B. Clarke & Shinn, 2004; D. M. Clarke et al., 2002; Mulligan, Mitchelmore, & Prescott, 2005; Mulligan, Prescott, Papic, & Mitchelmore, 2006; Siegler &…”
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties? A Mediated Moderation Analysis (2019, background): “ENCBM (Clarke & Shinn, 2004) is a set of four fluency-based measures of early number sense.”
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities (2014, methodology): “Preliminary evidence indicates the measures’ capability to monitor growth (Clarke & Shinn, 2004; Clarke et al., 2008).”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “Number word sequence skills include the ability to say number words forward and backward (e.g. free count in VanDerHeyden et al. 2006; oral counting in Clarke and Shinn 2004), and by skipping for instance by twos, fives and tens, saying number words forward and backward from a given number.”