RIPM TECHNICAL REPORT #28: Exploring the Use of Early Numeracy Indicators for Monitoring Progress in Two Intervention Contexts

2010

Two of the Early Numeracy Indicators developed by Lembke and Foegen (2005) were used as progress monitoring measures with small groups of first grade students. This report describes the alternate-form reliability and sensitivity to growth of the Quantity Discrimination and Missing Number measures when used to monitor progress. In addition, the efficacy of two intervention approaches was explored. On the whole, much lower levels of alternate-form reliability were achieved when the measures were used for progress monitoring than when they were used for screening. Both measures appear to be sensitive to growth, with students showing significant improvement on the Quantity Discrimination measure. We also examined the growth rates of students who participated in two types of small group interventions. The first was an intervention developed by classroom teachers. The second was the 3-Tier Mathematics Model materials developed at the University of Texas (Bryant et al., 2008). Although students in both groups demonstrated improvement with supplemental instruction, no significant differences in growth were found between the two interventions. Available online at: http://www.progressmonitoring.org/pdf/TR28ENI.pdf

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