Early detection of learning difficulties using the BADyG-E2r Battery during primary education

Soria, Ignasi Navarro; García-Fernández, José Manuel; Inglés, Cándido J.; Saura, Cándido J. Inglés; Fernández-González, Marta

doi:10.1186/s41155-020-00143-y

Cited by 2 publications

(4 citation statements)

References 45 publications

(50 reference statements)

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“…Second, since only one gold standard or criterion measure was used in this study, the results presented should be interpreted as “predicting a predictor”. The Sn‐BADyG measure is widely used for the Spanish population (e.g., Fernández et al, 2017; Lechuga et al, 2016; Navarro Soria et al, 2020); however, it is focused on students' ability to solve arithmetic problems and manage quantitative concepts with speed and accuracy (i.e., fluency). Hence, as gold standards might modify the technical adequacy of screening measures, future research should include other criterion measures that involve a more extensive array of math skills.…”

Section: Discussionmentioning

confidence: 99%

“…Students' final score is the sum of correct answers minus errors. The Sn‐BADyG measure has been widely used with the Spanish population (e.g., Fernández et al, 2017; Lechuga et al, 2016; Navarro Soria et al, 2020). Navarro Soria et al (2020) reported that the Sn‐BADyG measure was a significant predictor ( p < 0.001) for no repeating third grade.…”

Section: Methodsmentioning

confidence: 99%

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Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures

León

Jiménez

García

et al. 2021

Psychology in the Schools

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This study aimed to explore the utility of a math curriculum‐based measurement (M‐CBM) to identify Spanish‐speaking students at risk of math failure in third grade. The M‐CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third‐graders from the Canary Islands tested in the fall, winter, and spring. Reliability and validity of all measures were explored, finding adequate indexes. Receiver operating characteristics (ROC) and Hierarchical linear modeling analyses were conducted for both single and composite measures. All the measures revealed an area under the ROC curve values at or above 0.84, the composite measures ranging from 0.86 to 0.94. When comparing the single and composite measures, the latter revealed a higher classification accuracy for identifying students at risk in third grade than quantity discrimination, missing number, and multi‐digit computation measures, but not for single‐digit computation and place value measures. Finally, significant differences were found between at‐risk and non‐risk students learning growth throughout the school year.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures

León

Jiménez

García

et al. 2021

Psychology in the Schools

View full text Add to dashboard Buy / Rent full text

show abstract

“…Similarly, when the area to be predicted is closely related to language management, Numerical Aptitude may be displaced to third position, with Logical Reasoning Aptitude taking second place. The conclusions reached by these previous investigations and other more current investigations, is that an important part of the learning difficulties in the academic context find their etiology in the cognitive aptitudes that are required for the development of traditional school activities (Bennett et al, 2000;Pérez et al, 2005;Miñano and Castejón, 2008;Robles and Vázquez, 2014;Navarro-Soria, 2016;Navarro-Soria et al, 2020).…”

Section: Introductionmentioning

confidence: 86%

“…In this way, a teaching team would be able to detect the problem and intervene before it fully presents itself, by applying measures that eliminate possible deficiencies in student adaptation to the academic context (Grañeras et al, 2011;Prior et al, 2011;Geary and VanMarie, 2016). For this purpose, these objective indicators of learning difficulties should be detected during the first years of schooling (Alloway and Alloway, 2010;Navarro-Soria and González-Gómez, 2010;Murray and Harrison, 2011;Schmitt et al, 2012;Peng and Fuchs, 2016), since it would facilitate an individualized intervention and the initiation of those psycho-pedagogical resources, which currently act on the problem from a welfare perspective (Rogowsky et al, 2013), rather than from a preventive perspective (Bergman et al, 2011;Raver et al, 2011;Blair and Raver, 2014;Blair et al, 2016;Di Lieto et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery

et al. 2021

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The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

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Early detection of learning difficulties using the BADyG-E2r Battery during primary education

Cited by 2 publications

References 45 publications

Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures

Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures

Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery

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