Journal of Psychoeducational Assessment vol:27 pages:37-51
Previous research stresses the importance of seriation, classification and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in grade 1. This study examines (n = 158) two year long predictive relationships between children’s seriation, classification, procedural counting knowledge and conceptual counting knowledge and their numerical facility and arithmetical achievement in grade 3, 4 and 5. Path analyses reveal a relationship between procedural counting knowledge in grade l and 3 and numerical facility, and between conceptual counting knowledge in grade l and arithmetical achievement in grade 1 and 2. In addition, procedural counting knowledge correlates with seriation, and conceptual counting knowledge correlates with classification as well as with seriation in grade 1. Clinicians are encouraged to select early arithmetic subtests with caution when assessing and predicting arithmetics and arithmetical disabilities in arithmetics’.