RIPM TECHNICAL REPORT #33: Exploring the Use of Early Numeracy Indicators for Progress Monitoring: 2008-2009

2010

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. This was the third year Quantity Discrimination was used for progress monitoring. Most of the alternate-form correlation coefficients were at or above the .90 level, which is higher than in previous studies. Mixed Numeracy was used as a benchmarking and progress monitoring measure for the second time during this academic year. We obtained much higher alternate-form correlation coefficients than the previous academic year, with all of the statistically significant correlations at or above the .80 level. Both measures appear to be sensitive to growth, with students showing significant improvement on both measures. Available online at: http://www.progressmonitoring.net/pdf/TR33ENIPM.pdf

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