Product Description:
Two of the Early Numeracy Indicators developed by Lembke and Foegen (Lembke &
Foegen, 2005; Olson, Foegen, & Singamaneni, 2009; Nagarkar, Hamptom, Lembke, &
Whitaker, 2009) 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 Mixed Numeracy measures when used to monitor progress. In
addition, the efficacy of two intervention approaches was explored. This was the second year that Quantity Discrimination was used for progress monitoring, and it had much higher alternate-
form reliability correlations than it had in the previous academic year. Mixed Numeracy was
used as a benchmarking and progress monitoring measure for the first time in the current study.
On the whole, the alternate-form reliability correlation coefficients improved over the course of
the year as students and teachers became more familiar with the format and nature of the
measures. Both measures appear to be sensitive to growth, with students showing significant
improvement on both measures. 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.net/pdf/TR29IowaENI.pdf
