Cited by 163Cognitive and developmental aspects of mathematical skillsBehavioral and Psychological StudiesDevelopmental and Educational Neuropsychology

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Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

Fuchs, Lynn S., Fuchs, Douglas, Compton, Donald L., Bryant, Joan D., Hamlett, Carol L., Seethaler, Pamela M.·2007·Exceptional Children

DOI 10.1177/001440290707300303

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Abstract

The predictive utility of screening measures for forecasting math disability (MD) at the end of 2nd grade and the predictive and discriminant validity of math progress-monitoring tools were assessed. Participants were 225 students who entered the study in 1st grade and completed data collection at the end of 2nd grade. Screening measures were Number Identification/Counting, Fact Retrieval, Curriculum-Based Measurement (CBM) Computation, and CBM Concepts/Applications. For Number Identification/Counting and CBM Computation, 27 weekly assessments were also collected. MD was defined as below the 10th percentile at the end of 2nd grade on calculations and word problems. Logistic regression showed that the 4-variable screening model produced good and similar fits in accounting for MD—calculation and MD—word problems. Classification accuracy was driven primarily by CBM Concepts/Applications and CBM Computation; CBM Concepts/Applications was the better of these predictors. CBM Computation, but not Number Identification/Counting, demonstrated validity for progress monitoring.

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Authors: Fuchs, L. S., Fuchs, D., Compton, D. L., Bryant, J. D., Hamlett, C. L., & Seethaler, P. M.
Affiliations: Vanderbilt University (US)
Corresponding author: Fuchs, Douglas
ORCID: Fuchs, Lynn S.
Fuchs, Douglas
Compton, Donald L.
Venue: Exceptional Children
Publisher: SAGE Publications
Published: 2007-04
Volume: 73
Issue: 3
Pages: 311-330
ISSN: 0014-4029 (ISSN-L)
2163-5560
DOI: 10.1177/001440290707300303
OpenAlex: W2002391194
Cited by: 163
References: 33
Citations by year: 2026: 3 · 2025: 5 · 2024: 2 · 2023: 3 · 2022: 3 · 2021: 9 · 2020: 7 · 2019: 9 · 2018: 8 · 2017: 6 · 2016: 12 · 2015: 9 · 2014: 13 · 2013: 11 · 2012: 17
FWCI: 8.84
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Exceptional Children (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: progress monitoring, math disabilities, first grade, predictive validity, discriminant validity, curriculum-based measurement, number recognition, counting, fact retrieval, computation, word problems, early detection

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Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

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