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Findings suggest NLA 0–100 explained a small, unique portion of first grade mathematics variance when controlling for ASPENS measures.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-the-promise-of-a-number-line-assessment-to-help-identify-students-at-risk-in-mathematics-research-study/592783/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-the-promise-of-a-number-line-assessment-to-help-identify-students-at-risk-in-mathematics-research-study/592783.png","ImageObject",300,407,{"name":42,"@type":43},"Marglet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What two number line assessment versions were compared in the study?","Question",{"text":63,"@type":64},"The study compared NLA 0–20 and NLA 0–100.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How reliable were the number line assessment versions?",{"text":68,"@type":64},"Both versions demonstrated sufficient alternate form reliability and test–retest reliability.",{"name":70,"@type":61,"acceptedAnswer":71},"What did NLA 0–100 add for first grade mathematics after controlling for other measures?",{"text":72,"@type":64},"NLA 0–100 explained a small but unique portion of variance in first grade mathematics performance when controlling for ASPENS screening measures.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592783,1792622980,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics  \nBen Clarke, PhD 1, Mari G. Strand Cary, PhD 1, Lina Shanley, PhD 1, and Marah Sutherland, BA 1  \nAssessment for Effective Intervention 2020, Vol. 45(2) 151–160  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508418791738](DOI: 10.1177/1534508418791738)[ ](DOI: 10.1177/1534508418791738)[aei.sagepub.com](aei.sagepub.com)  \nAbstract  \nThis manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0–20 and NLA 0–100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test–retest reliability. The NLA 0–20 had low and the NLA 0–100 had low to moderate correlations with math achievement. Results indicated that the NLA 0–100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research.  \nKeywords  \nnumber sense, mathematics, screening  \nOver the past two decades, there has been significant interest in improving the performance of our nation’s children in the area of mathematics (National Mathematics Advisory Panel, 2008; National Research Council, 2001) . Interest driven, in part, by low levels of mathematics performance. Recent National Assessment of Educational Progress (National Assessment of Education Progress (NAEP) data indicate overall low levels of performance at fourth grade with only 40% of students being classified as at or above proficiency. Findings are of greater concern for students from minority populations, low socioeconomic backgrounds, English learners, and students with disabilities with a range of 14% to 26% being classified as at or above proficiency. NAEP longitudinal trends (2015) also indicate that performance levels have remained relatively stagnant since 2007 after a prolonged period of sustained improvement. To address long standing concerns with mathematics achievement, a focus on early intervention seems warranted given findings from multiple longitudinal studies (Duncan et al., 2007; Morgan, Farkas, & Wu, 2009; Morgan, Hillemeier, Farkas, & Maczuga, 2014) . Investigations of mathematics development have demonstrated strong relationships between early mathematics risk status at kindergarten and fifth grade (Morgan et al. , 2009) and documented that students who exited kindergarten at risk in mathematics were 17 times more likely to have  \ncontinuous and persistent difficulties in mathematics through late elementary and middle school (Morgan et al., 2014) . Thus, in the absence of targeted efforts, it is likely that students with early difficulties in mathematics will continue to struggle as they encounter more advanced  \nmathematics (Jordan, Glutting, & Ramineni, 2010) .  \nDespite recognition of the importance of mathematical knowledge and its acquisition as a fundamental goal of schooling, systematic efforts to increase mathematics achievement are limited. One proposed framework for increasing student achievement across academic areas is the use of Multitier Systems of Support (MTSS) or Response to Intervention (RTI) service delivery models with a focus on the prevention of academic difficulties (Lembke, McMaster,& Stecker, 2010) . However, a recent analysis found that while over 70% of schools reported the use of MTSS or RTI frameworks to support the acquisition of early literacy skills only 35% reported similar support in mathematics (Balu et al., 2015). Results in this v","cbCairVpPL2t1SIa","https://ap.wps.com/l/cbCairVpPL2t1SIa","pdf",657937,"English","# Abstract\n## Study Purpose and Methods\n## Reliability and Validity Findings\n## Implications for Screening Batteries\n# Keywords\n## Number Sense and Mathematics Screening","[{\"question\":\"What two number line assessment versions were compared in the study?\",\"answer\":\"The study compared NLA 0–20 and NLA 0–100.\"},{\"question\":\"How reliable were the number line assessment versions?\",\"answer\":\"Both versions demonstrated sufficient alternate form reliability and test–retest reliability.\"},{\"question\":\"What did NLA 0–100 add for first grade mathematics after controlling for other measures?\",\"answer\":\"NLA 0–100 explained a small but unique portion of variance in first grade mathematics performance when controlling for ASPENS screening measures.\"}]","Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics - research study | PDF",1792075553,25]