Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable…

This study aimed to develop a valid and reliable measurement tool that will determine the readiness of parents of students starting the first grade of primary school to support their children during the first formal teaching of reading and writing skills. The sample consisted of 524 parents of students starting the first grade in the provinces of…

This study investigated the technical characteristics of four early measurement curriculum-based measures (EM-CBMs) designed to assess concepts related to linear measurement and iteration. The sample consisted of 221 first grade students. Data were collected at two time points approximately 10 weeks apart. Reliability and concurrent and predictive…

Computational thinking (CT) has permeated primary and early childhood education in recent years. Despite the extensive effort in CT learning initiatives, few age-appropriate assessment tools targeting young children have been developed. In this study, we proposed Computational Thinking Test for Lower Primary (CTtLP), which was designed for lower…

Mathematical language (or the content-specific words in mathematics) has repeatedly shown to be related to mathematical abilities in preschool and in the early grades of primary education. Research in this field has predominantly focused on young children's quantitative and spatial language. At the same time, recent research has discovered that…

This study aimed to address the need for a comprehensive assessment tool to evaluate the mathematical abilities of first-grade students through cognitive diagnostic assessment (CDA). The primary challenge involved in this endeavor was to delineate the specific cognitive skills and sub-skills pertinent to first-grade mathematics (FG-M) and to…

The goals of the present study were to compare the reliability and convergent validity of two reading attitude measures for beginning readers and to get more insight into children's reading attitude around the transition to formal reading instruction. 468 children in kindergarten and Grade 1 completed a more traditional questionnaire based on…

This study investigated the technical characteristics of four early measurement curriculum-based measures (EM-CBMs) designed to assess concepts related to linear measurement and iteration. The sample consisted of 221 first grade students. Data were collected at two time points approximately 10 weeks apart. Reliability and concurrent and predictive…

Research Findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification…

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1-3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with…

This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the…

Coding ability has become an essential digital skill for young children. The graphical programming environment is valuable carrier for cultivating children's coding ability. The purpose of this study is to develop a coding ability test for children, to conduct a graphic coding intervention, and to further explore the impact of multiple factors on…

Background: Dyslexia is a specific reading disability characterized by word recognition difficulties that can qualify a student for special education services under the "Individuals with Disabilities Education Act" (IDEA; 2004; Yudin, 2015). As of 2024, 49 US states have legislation defining dyslexia and enumerating for schools…

Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of…

This document are the appendixes for the report, "The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments." Rather than relying on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an…