De Predictieve Validiteit van de UGT-R
Dongen, I. van
MetadataShow full item record
Background: A lot of research has been performed regarding early numeracy and it’s relevancy towards mathematical competence and performance. It has been shown that insufficient development of early numeracy can lead towards low arithmetic performance and difficulties later in life. Researchers have constructed the Early Numeracy Test-Revised (ENT-R) in order to measure the comprehension of early numeracy. Aim: The aim of this study is to investigate whether the ENT-R testscores of children in kindergarten and first grade are predictive for these children’s mathematical performance one year later. Differences between ENT-R comprehension and levelscores are examined, as well as the stability and correlation between these two. Also the correlation between the ENT-R and the M3/ M4 Cito mathematical performance scales has been investigated. Method: Out of 2137 young pupils, aged 4 to 7 years old, 100 pupils were selected on a bases of availability and a total of 89 pupils actually participated in the present study. Children in kindergarten and grade 1 were tested with the ENT-R during three testcycles to examine their early mathematical competence. Children in kindergarten 2 and grade 1 were also tested with the M3/ M4 Cito mathematical performance scales in order to examine their mathematical competence. Results: Significant differences were found between the ENT-R comprehension and level scores during the three testing cycles. The scores were found to be stable within the yeargroups, but did lose stability under the influence of formal arithmetic education. ENT-R scores found during the first testingcycle were indeed predictive of the following ENT-R scores. Correlation between the ENT-R and the M3/ M4 mathematical performance scales was found to be much stronger for the M3 than the M4 scale. ENT-R comprehension and levelscores measured during the first testcycle were both well able to predict mathematical performance measured at the mid-point of grade 1. Predicting mathematical performance in grade 2 could be performed less precisely. Conclusion: ENT-R testscores of children in kindergarten 1 and 2 are indeed predictive of these children’s mathematical performance one year later, whereas the mathematical performance of children in grade 2 could not be that accurately predicted on behalf of the ENT-R testscores measured in grade 1. Pupils with extremely low testscores should therefor be carefully monitored during their mathematical learning process in order to perform early intervention and prevent the development of mathematical difficulties.