Title

"Numeracy Lines and Predictions on Academic Achievement"

Document Type

Presentation

Publication Date

4-10-2014

Abstract

Purpose This study addresses the gaps in number line literature with the following questions: 1. Are there developmental differences in number line proficiency related to a more formal measure of mathematics (TEMA)? 2. If there are developmental differences, are they related to other cognitive measures such as phonological development (PALS) and receptive language (PPVT)? Participants Eighty-nine children (n=42 girls) ranging in age from 39 to 75 months (M = 54.9 months, SD = 8 months) participated in this study. Fifty-five (62%) were recruited from state licensed child-care centers (CCC) and thirty-four from 20 state-licensed family child care program (FCC). Instruments The assessments included; (a) a 20-trial number line measure; the childs score placed them in one of three groups; a base group (no pass), transitional (1 pass), or proficient (2 passes). (Ramani, G. B., & Siegler, R. S, (2008); (b) a measure of receptive language (PPVT); and (c) a measure of phonological awareness (PALS). . Methods Children were assessed in their child-care center on two subsequent days. The order of their exposure to their measures was randomized. Analysis/Results The data from each individual assessment were graphed on a scatter plot using linear and logarithmic functions. Reliability of regression lines was tested using SPSS. A 3-way ANOVA was used to determine differences between the three number-line groups for childrens scores on the TEMA, PALS, and PPVT. Post hoc analysis using the Scheffe (PALS, p= .049, TEMA, p=.015, PPVT, p= .040) indicated for the three measures that the base group scored significantly lower than the proficient number line groups. Implications for Practice Number line facility and skills on other school readiness measures appear to reinforce each other. This might be because each requires similar advances in conceptual development. Although our data do not allow a statement of directionality, we suggest that number line activities might predict literacy, vocabulary, and mathematic ability.

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