Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures

  1. Jiménez, Juan E. 1
  2. León, Sara C. 1
  3. García, Eduardo 1
  4. Gutiérrez, Nuria 12
  1. 1 Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy Universidad de La Laguna Santa Cruz de Tenerife Spain
  2. 2 Florida Center for Reading Research Florida State University Tallahassee Florida USA
Revista:
Psychology in the Schools

ISSN: 0033-3085,  1520-6807

Ano de publicación: 2021

Volume: 58

Número: 7

Páxinas: 1416-1431

Tipo: Artigo

DOI: 10.1002/PITS.22525 GOOGLE SCHOLAR

Outras publicacións en: Psychology in the Schools

Resumo

This study aimed to explore the utility of a math curriculum-based measurement (M-CBM) to identify Spanish-speaking students at risk of math failure in third grade. The M-CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third-graders from the Canary Islands tested in the fall, winter, and spring. Reliability and validity of all measures were explored, finding adequate indexes. Receiver operating characteristics (ROC) and Hierarchical linear modeling analyses were conducted for both single and composite measures. All the measures revealed an area under the ROC curve values at or above 0.84, the composite measures ranging from 0.86 to 0.94. When comparing the single and composite measures, the latter revealed a higher classification accuracy for identifying students at risk in third grade than quantity discrimination, missing number, and multi-digit computation measures, but not for single-digit computation and place value measures. Finally, significant differences were found between at-risk and non-risk students learning growth throughout the school year.

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