Identifying Early Numeracy Indicators for Kindergarten and First–Grade Students
By Erica S. Lembke, A. Foegen. 2009
126 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/ea0fabf9c8c1219ae6ef15ad58b0e82b32cc2eeb
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
- R. Gersten
- Nancy C. Jordan
- Ben Clarke
- C. Wilkins
- Rebecca Newman-Gonchar
- Paul Andrews
- Kelly S. Haymond
- Judy Sayers
In Education
- R. Gersten
- Nancy C. Jordan
- Ben Clarke
- C. Wilkins
- Paul Andrews
- Judy Sayers
- Lynn S. Fuchs
- Pamela M. Seethaler
In Statistics and Probability
- R. Gersten
- Nancy C. Jordan
- Ben Clarke
- C. Wilkins
- Paul Andrews
- Judy Sayers
- Rebecca Newman-Gonchar
- Kelly S. Haymond
Citations in the corpus
- Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, methodology): “Most research on screening measures in early primary grades (e.g., Lembke & Foegen, 2009; Methe, Hintze, & Floyd, 2008) has focused on discrete proficiencies, rather than deficiencies—an approach that seems more appropriate for universal screening measures.”
- Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “Children understand that eight represents a quantity that is bigger than six but smaller than ten (Lembke and Foegen, 2009).”