Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to…

The middle grades are a critical transition period in students' mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers' and parents' judgments of students' math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents…

The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations…

This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping…

The KeyMath Revised is a power test that measures the understanding and application of mathematics skills and concepts. It is individually administered and is intended for students from kindergarten through the ninth grade to determine student mastery of mathematics concepts. The revised version is designed to be user-friendly for the student and…

Investigated the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test in 171 adolescents. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments. (JAC)

Implications of the relationships among mathematics and reading achievement tests scores uncovered by testing 366 elementary school students with academic difficulties are discussed. Tests are the: (1) KeyMath-Revised (J. Connolly, 1988); (2) Peabody Individual Achievement Test-Revised (F. Markwardt, 1989); (3) Wechsler Individual Achievement Test…

A Harding School (Worthington, Ohio) population of 77 adolescent patients, ages 12 to 17, were administered the Woodcock Reading Mastery Tests and the Key Math Diagnostic Arithmetic Tests. Averages were calculated for the length of hospitalization, age at admission, full scale intelligence quotient (IQ), average grade equivalent gain for the total…

Study investigated relative merits of using teacher judgment and Slosson Full-Range Intelligence Test (SFRIT) to estimate students' math and reading achievement. Analyses of students enrolled in a remedial-reading program, showed that the SFRIT recovered more variance from the distributions of math and reading tests than did teacher judgment. (RJM)