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

The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.

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
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1177/001440290707300303

Cites

34 of 34 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Show all 33 references

Research works printed but not linked: 9

  1. Baker S., 2002, Preventing mathematics difficulties in young children: Focus on effective screening of early number sense delays
  2. Bryant D. P., Bryant B. R., Kim S. A., Gersten R. (2006, February). Three-tier mathematics intervention: Emerging model and preliminary findings. Poster presented at the 14th annual meeting of the Pacific Coast Research Conference, San Diego, CA.
  3. Gross-Tsur V., 1996, Developmental Medicine and Child Neurology, 37, 906
  4. Jenkins J. R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the Conference on Response to Intervention as Learning Disabilities Identification, sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.
  5. Lembke E., Foegen A. (2006, February). Monitoring student progress in early math. Paper presented at the 14th annual meeting of the Pacific Coast Research Conference, San Diego, CA.
  6. Magliocca L. A., 1979, Child Study Journal, 9, 213
  7. Tsien C. L., 1998, Medinfo, 9, 493
  8. U.S. Department of Education, 2000, Twenty-second annual report to Congress on the implementation of the Individuals with Disabilities Education Act
  9. Woodcock R. W., 2001, Woodcock-Johnson III

Cited by

Sorted by citations

Items 101–163 of 163

Related

See all

Metadata

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
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review