Exploring an Early Numeracy Screening Measure for English Learners in Primary Grades
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| Title: | Exploring an Early Numeracy Screening Measure for English Learners in Primary Grades |
|---|---|
| Language: | English |
| Authors: | Brafford, Tasia (ORCID |
| Source: | Grantee Submission. 2023 63:278-287. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324B200012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Screening Tests, Numeracy, English Language Learners, Prediction, At Risk Students, English, Native Language, Accuracy, Outcomes of Education, Research Needs, Elementary School Students, Psychometrics, Mathematics Skills, Identification, Scores, Arithmetic, Comparative Analysis |
| Geographic Terms: | California, Ohio |
| DOI: | 10.1016/j.ecresq.2022.12.007 |
| ISSN: | 0885-2006 |
| Abstract: | We investigated the technical characteristics of a brief early numeracy screening battery for both English learners (ELs) and English proficient students (EPs). Results indicated there were differences in performance of ELs and EPs. Further, we found reasonable overall accuracy of the screener predicting student outcomes. Similar overall accuracy results were found for ELs and EPs, as well as for predicting academic performance. We discuss study results related to sensitivity, specificity, and negative and positive predictive power as they relate to implications for practice, including screening for risk for ELs and the challenge of false positives in screening systems. We conclude by proposing future avenues of research. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED627364 |
| Database: | ERIC |
| Abstract: | We investigated the technical characteristics of a brief early numeracy screening battery for both English learners (ELs) and English proficient students (EPs). Results indicated there were differences in performance of ELs and EPs. Further, we found reasonable overall accuracy of the screener predicting student outcomes. Similar overall accuracy results were found for ELs and EPs, as well as for predicting academic performance. We discuss study results related to sensitivity, specificity, and negative and positive predictive power as they relate to implications for practice, including screening for risk for ELs and the challenge of false positives in screening systems. We conclude by proposing future avenues of research. |
|---|---|
| ISSN: | 0885-2006 |
| DOI: | 10.1016/j.ecresq.2022.12.007 |
