Randomized trial validates a screening tool for mathematics learning disabilities in Spanish-speaking kindergarteners, suggesting implications for early intervention.
Key Points
This study aims to validate a screening tool for identifying kindergarteners at risk for mathematics learning disabilities in Spanish-speaking contexts.
Assessed 302 kindergarten students at three intervals over one year.
Utilized fluency-based measures focusing on early numeracy skills.
Employed ROC analysis and hierarchical linear modeling to evaluate the tool's effectiveness.
Number identification task and composite score predicted risk status with adequate reliability.
The screening tool accurately identified students at risk and captured growth (p < 0.01).
Longitudinal analysis confirmed stability of the measurement across kindergarten benchmarks.