Early identification practices in assessment are crucial to preventing academic failure as well as identifying students at-risk for later learning disabilities. The PAM Early Numeracy Screening is a set of subscales designed to measure early numeracy in kindergarten students in a group setting. Given that the existing early numeracy measures are individually administered, the purpose of the current study was to explore the psychometric properties of the PAM Early Numeracy Screening. Correlational analysis was the primary research design used to investigate the evidence of reliability, criterion-related validity, and construct validity of the PAM Early Numeracy Screening. Criterion measures included the KeyMath-3 Diagnostic Assessment, Metropolitan Achievement Tests, Eighth Edition, Early Math Measures Study Teacher Rating of Students’ Math Proficiency, and the Early Numeracy Indicators. The sample consisted of 97 kindergarten students from a school district in the Greater New Orleans Metropolitan Area. Results support the PAM Early Numeracy Screening as a promising group administered measure of early numeracy in kindergarten. Implications for future research include investigating the internal structure of the subscales and exploring evidence of predictive validity of the subscales, specifically the Quantity Discrimination subscale to independently predict later math achievement.
","abstract_html":"<p>Early identification practices in assessment are crucial to preventing academic failure as well as identifying students at-risk for later learning disabilities. The <em>PAM Early Numeracy Screening</em> is a set of subscales designed to measure early numeracy in kindergarten students in a group setting. Given that the existing early numeracy measures are individually administered, the purpose of the current study was to explore the psychometric properties of the <em>PAM Early Numeracy Screening</em>. Correlational analysis was the primary research design used to investigate the evidence of reliability, criterion-related validity, and construct validity of the<em> PAM Early Numeracy Screening</em>. Criterion measures included the <em>KeyMath-3 Diagnostic Assessment</em>, <em>Metropolitan Achievement Tests</em>, Eighth Edition,<em> Early Math Measures Study Teacher Rating of Students’ Math Proficiency</em>,<em> </em>and the <em>Early Numeracy Indicators</em>. The sample consisted of 97 kindergarten students from a school district in the Greater New Orleans Metropolitan Area. Results support the <em>PAM Early Numeracy Screening</em> as a promising group administered measure of early numeracy in kindergarten. Implications for future research include investigating the internal structure of the subscales and exploring evidence of predictive validity of the subscales, specifically the Quantity Discrimination subscale to independently predict later math achievement. </p>","abstract_has_math":false,"creators":["Winck, Stacy A"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education and Habilitative Services","degree_department":null,"school":null,"contributors":["Thomas, Paulette","Flynn-Wilson, Linda","Dellinger, Amy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12-17T08:00:00Z","date_published":"2011-12-17T08:00:00Z","updated_at":"2026-07-24T05:29:24Z","subjects":["early numeracy, curriculum-based measures, kindergarten, group setting","Educational Assessment, Evaluation, and Research","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uno.edu/td/1361","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thomas, Paulette","Flynn-Wilson, Linda","Dellinger, Amy"]},{"key":"dc:creator","label":"Author","values":["Winck, Stacy A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education and Habilitative Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["early numeracy, curriculum-based measures, kindergarten, group setting","Educational Assessment, Evaluation, and Research","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uno.edu/td/1361"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Early identification practices in assessment are crucial to preventing academic failure as well as identifying students at-risk for later learning disabilities. The PAM Early Numeracy Screening is a set of subscales designed to measure early numeracy in kindergarten students in a group setting. Given that the existing early numeracy measures are individually administered, the purpose of the current study was to explore the psychometric properties of the PAM Early Numeracy Screening. Correlational analysis was the primary research design used to investigate the evidence of reliability, criterion-related validity, and construct validity of the PAM Early Numeracy Screening. Criterion measures included the KeyMath-3 Diagnostic Assessment, Metropolitan Achievement Tests, Eighth Edition, Early Math Measures Study Teacher Rating of Students’ Math Proficiency, and the Early Numeracy Indicators. The sample consisted of 97 kindergarten students from a school district in the Greater New Orleans Metropolitan Area. Results support the PAM Early Numeracy Screening as a promising group administered measure of early numeracy in kindergarten. Implications for future research include investigating the internal structure of the subscales and exploring evidence of predictive validity of the subscales, specifically the Quantity Discrimination subscale to independently predict later math achievement.
"]},{"key":"dc:title","label":"Title","values":["Measuring early numeracy of kindergarten students in a group setting"]}]}],"canonical_facts":{"dc:contributor":["Thomas, Paulette","Flynn-Wilson, Linda","Dellinger, Amy"],"dc:creator":["Winck, Stacy A"],"dc:description.abstract":["Early identification practices in assessment are crucial to preventing academic failure as well as identifying students at-risk for later learning disabilities. The PAM Early Numeracy Screening is a set of subscales designed to measure early numeracy in kindergarten students in a group setting. Given that the existing early numeracy measures are individually administered, the purpose of the current study was to explore the psychometric properties of the PAM Early Numeracy Screening. Correlational analysis was the primary research design used to investigate the evidence of reliability, criterion-related validity, and construct validity of the PAM Early Numeracy Screening. Criterion measures included the KeyMath-3 Diagnostic Assessment, Metropolitan Achievement Tests, Eighth Edition, Early Math Measures Study Teacher Rating of Students’ Math Proficiency, and the Early Numeracy Indicators. The sample consisted of 97 kindergarten students from a school district in the Greater New Orleans Metropolitan Area. Results support the PAM Early Numeracy Screening as a promising group administered measure of early numeracy in kindergarten. Implications for future research include investigating the internal structure of the subscales and exploring evidence of predictive validity of the subscales, specifically the Quantity Discrimination subscale to independently predict later math achievement.
"],"dc:identifier":["https://scholarworks.uno.edu/td/1361"],"dc:subject":["early numeracy, curriculum-based measures, kindergarten, group setting","Educational Assessment, Evaluation, and Research","Special Education and Teaching"],"dc:title":["Measuring early numeracy of kindergarten students in a group setting"],"thesis:degree_discipline":["Special Education and Habilitative Services"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:29:24Z"}