The Early Number Knowledge Scale (ENKS): A Tool for Assessing Early Numeracy

Early numerical skills predict later mathematical and academic achievement. However, brief, reliable, and valid tools for assessing early numeracy remain limited. We present the Early Number Knowledge Scale (ENKS), which includes nine tasks: dots comparison, highest count, give-a-number, set transformation, number naming, number comparison, number sequence, additions, and subtractions. Research Findings: The scale was administered to 675 Italian preschool children, revealing no evidence of floor or ceiling effects for the entire scale, excellent test–retest reliability and only a minimal improvement at retest. The scale showed evidence of validity through theoretically expected associations with age, parental education, parental country of birth, and teacher ratings of children’s numerical skills. Teacher-rated numerical competence remained associated with ENKS scores after controlling for age and teacher-rated general learning ability. Exploratory factor analysis identified symbolic number knowledge, arithmetic, and a separate dots-comparison component. Confirmatory factor analysis supported the two multi-indicator latent factors of symbolic number knowledge and arithmetic, while dots comparison was retained as a separate observed task-level component. Practice or Policy: The ENKS offers a brief tool for assessing early number knowledge in research and has potential for use in educational contexts, although its usability and feasibility under routine conditions require further evaluation.