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Direct linkEllis, Alexa; Cosso, Jimena; Duncan, Robert J.; Susperreguy, María Inés; Simms, Victoria; Purpura, David J. – British Journal of Educational Psychology, 2023
Background: Home mathematics environment (HME) research has focused on parent--child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., "Early Childhood Research Quarterly," 27, 2012, 231;…
Descriptors: Parent Child Relationship, Interaction, Mathematics Instruction, Mathematics Achievement
Purpura, David J.; Schmitt, Sara A.; Napoli, Amy R.; Dobbs-Oates, Jennifer; King, Yemimah A.; Hornburg, Caroline Byrd; Westerberg, Lauren; Borriello, Giulia A.; Bryant, Lindsey M.; Anaya, Laura Y.; Kung, Melody; Litkowski, Ellen; Lin, Joyce; Rolan, Emily – Journal of Educational Psychology, 2021
The goal of this study was to evaluate immediate and delayed effects of a caregiver-implemented picture book intervention to support children's mathematical language and numeracy skills. Eighty-four 3- to 5-year-olds (M[subscript age] = 4.14) were randomly assigned to intervention (n = 40) or active control (n = 44) conditions. Participants in the…
Descriptors: Picture Books, Intervention, Mathematics Skills, Preschool Children
Download full textFinders, Jennifer K.; Budrevich, Adassa; Duncan, Robert J.; Purpura, David J.; Elicker, James; Schmitt, Sara A. – AERA Open, 2021
The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes…
Descriptors: Preschool Children, Preschool Education, School Readiness, Correlation
Litkowski, Ellen C.; Duncan, Robert J.; Logan, Jessica A. R.; Purpura, David J. – AERA Open, 2020
The current study examined preschoolers' (N = 801) age-related performance on one measure of verbal counting and two measures of cardinality ("how many" and "give n") aligned with the kindergarten Common Core State Standards for Mathematics (CCSSM) and included in the majority of states' early learning guidelines for…
Descriptors: Alignment (Education), Numeracy, Kindergarten, Mathematics Skills
Burchinal, Margaret R.; Krowka, Sarah; Newman-Gonchar, Rebecca; Jayanthi, Madhavi; Gersten, Russell; Wavell, Samantha; Lyskawa, Julia; Haymond, Kelly; Bierman, Karen; Gonzalez, Jorge E.; McClelland, Megan M.; Nelson, Kimberly; Pentimonti, Jill; Purpura, David J.; Sachs, Jason; Sarama, Julie; Schlesinger-Devlin, Elizabeth; Washington, Julie; Rosen, Emily – What Works Clearinghouse, 2022
By learning social-emotional, executive function, mathematics, and literacy skills in preschool, children are likely to be better prepared for the higher expectations and more formal curriculum in elementary school. Ensuring that all children are well prepared for elementary school is a priority for parents, caregivers, guardians, and policy…
Descriptors: Preschool Teachers, Preschool Education, School Readiness, Evidence Based Practice
Kung, Melody; Stolz, Kelsey; Lin, Joyce; Foster, Matthew E.; Schmitt, Sara A.; Purpura, David J. – Topics in Early Childhood Special Education, 2021
Some evidence suggests that the home numeracy environment (HNE) is related to children's numeracy. Socioeconomic status (SES) and language minority status can also influence children's HNE and numeracy. Limited HNE research focuses on dual language learners (DLLs). Using a sample of preschool-aged children (n = 98) from low socioeconomic status…
Descriptors: Numeracy, Spanish Speaking, English Language Learners, Bilingualism
Thompson, Rebecca J.; Napoli, Amy R.; Purpura, David J. – Infant and Child Development, 2017
The home numeracy environment (HNE) is often predictive of children's early mathematics skills, though the findings are mixed. Overall, research on kindergarten-aged children demonstrates a relation between the HNE and early numeracy skills, whereas findings for preschool-aged children are more equivocal. One potential reason for equivocality of…
Descriptors: Family Environment, Numeracy, Predictor Variables, Mathematics Skills
Purpura, David J.; Logan, Jessica A. R.; Hassinger-Das, Brenna; Napoli, Amy R. – Developmental Psychology, 2017
A growing body of evidence indicates that the development of mathematics and literacy skills is highly related. The importance of literacy skills--specifically language--for mathematics development has been well rationalized. However, despite several prominent studies indicating that mathematics skills are highly predictive of literacy…
Descriptors: Mathematics Skills, Reading Skills, Correlation, Predictor Variables
Reid, Erin E.; Baroody, Arthur J.; Purpura, David J. – Journal of Cognition and Development, 2015
Previously, researchers have relied on asking young children to plot a given number on a 0-to-10 number line to assess their mental representation of numbers 1 to 9. However, such a ("conventional") number-to-position (N-P) task may underestimate the accuracy of young children's magnitude estimates and misrepresent the nature of their…
Descriptors: Young Children, Numbers, Novelty (Stimulus Dimension), Comparative Analysis
Purpura, David J.; Reid, Erin E.; Eiland, Michael D.; Baroody, Arthur J. – School Psychology Review, 2015
A critical component in enhancing academic success is identifying children at risk of later academic difficulties. Although significant efforts have been devoted to design effective assessment processes in elementary school, fewer efforts (particularly for mathematics) have been made for preschool. The focus of this study was to design and…
Descriptors: Mathematics Skills, Mathematics Instruction, Preschool Education, Screening Tests
Sims, Darcey M.; Purpura, David J.; Lonigan, Christopher J. – Grantee Submission, 2016
Objective: Despite strong evidence that inattentive and hyperactive/impulsive behaviors are associated with mathematical difficulties in school-age children, little research has been conducted to examine the link between these constructs before the start of formal education. The purpose of this study was to examine how different manifestations of…
Descriptors: Hyperactivity, Correlation, Preschool Children, Mathematics Skills
Purpura, David J.; Napoli, Amy R. – Mathematical Thinking and Learning: An International Journal, 2015
Although it is evident that advanced aspects of numeracy are dependent on the successful acquisition of early skills, this developmental process does not occur in isolation from other academic factors. Early literacy skills are intertwined with the acquisition of early numeracy skills, particularly at the informal numeracy and numeral knowledge…
Descriptors: Numeracy, Mathematics Skills, Emergent Literacy, Reading Skills
Purpura, David J.; Reid, Erin E.; Eiland, Michael D.; Baroody, Arthur J. – Grantee Submission, 2015
A critical component in enhancing academic success is identifying children at risk of later academic difficulties. Although significant efforts have been devoted to design effective assessment processes in elementary school, fewer efforts (particularly for mathematics) have been made for preschool. The focus of this study was to design and…
Descriptors: Mathematics Skills, Mathematics Instruction, Preschool Education, Screening Tests
Purpura, David J.; Napoli, Amy R.; Wehrspann, Elizabeth A.; Gold, Zachary S. – Journal of Research on Educational Effectiveness, 2017
The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of…
Descriptors: Mathematics Skills, Intervention, Preschool Children, Disadvantaged Youth
Purpura, David J.; Lonigan, Christopher J. – Early Education and Development, 2015
Research Findings: The focus of this study was to construct and validate 12 brief early numeracy assessment tasks that measure the skills and concepts identified as key to early mathematics development by the National Council of Teachers of Mathematics (2006) and the National Mathematics Advisory Panel (2008)-as well as critical developmental…
Descriptors: Numeracy, Preschool Children, Early Childhood Education, Educational Assessment
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