The Number Line Estimation Task is a Valid Tool for Assessing Mathematical Achievement: A Population-Level Study With 6,484 Luxembourgish Ninth-Graders

in Journal of Experimental Child Psychology (2023), 225(105521), 1-19

The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the ... [more ▼]

The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the question of whether the task would be a useful component of mathematical achievement tests and instruments to diagnose dyscalculia or mathematical giftedness and whether a stand-alone version of the task can serve as a short screener for mathematical achievement. Previous studies on the relation between number line estimation accuracy and broader mathematical achievement were limited in that they used relatively small nonrepresentative samples and usually did not account for potentially confounding variables. To close this research gap, we report findings from a population-level study with nearly all Luxembourgish ninth-graders (N = 6484). We used multilevel regressions to test how a standardized mathematical achievement test relates to the accuracy in number line estimation on bounded number lines with whole numbers and fractions. We also investigated how these relations were moderated by classroom characteristics, person characteristics, and trial characteristics. Mathematical achievement and number line estimation accuracy were associated even after controlling for potentially confounding variables. Subpopulations of students showed meaningful differences in estimation accuracy, which can serve as benchmarks in future studies. Compared with the number line estimation task with whole numbers, the number line estimation task with fractions was more strongly related to mathematical achievement in students across the entire mathematical achievement spectrum. These results show that the number line estimation task is a valid and useful tool for diagnosing and monitoring mathematical achievement. [less ▲]

Implementation of a large-scale functional vision screener in early childhood at a national level

Scientific Conference (2022, November 10)

Functional vision refers to the way in which an individual uses visual skills and abilities to perform everyday tasks. Limitations on the functional use of vision can interfere with school achievements if ... [more ▼]

Functional vision refers to the way in which an individual uses visual skills and abilities to perform everyday tasks. Limitations on the functional use of vision can interfere with school achievements if left undetected. Early detection is thus key to offer appropriate aids to avoid a negative impact on learning processes. To screen for functional vision impairments at a national level, we developed a set of items measuring visual skills that can be administered in a classroom setting to be included in the yearly school monitoring tests ‘ÉpStan’ in grade 1. Children identified as being at risk will be followed by the Centre pour le Développement des compétences relatives à la Vue (CDV, MENJE). Based on a theoretical model of visual perceptual processing (Humphreys and Riddoch, 1987), we developed 35 items that were pretested. The same first graders (n = 1034) were administered group tests with the newly developed items and existing standardized individual tests (by CDV clinicians). Based on the clinical outcome of the CDV, the items which best predicted functional vision impairments were selected to be implemented in the Luxembourgish school monitoring in grade 1, together with a validated short parent questionnaire (Gorrie et al., 2019). This talk will focus on the development of the screener and on the characteristics of the children with functional vision impairments. [less ▲]

Development of a test battery to diagnose specific learning disorder in mathematics in a multilingual education context

Scientific Conference (2022, November)

Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic

E-print/Working paper (2022)

Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement

E-print/Working paper (2022)

Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement)

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Development of a screening tool for functional vision impairments in early childhood

Scientific Conference (2021, November 11)

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances n ... [more ▼]

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances n perinatal and medicinal care, CVI’s occurrence has increased significantly over the last years (Chokron & Dutton, 2016). The condition almost always entails aggregated functional vision impairments, i.e., limitations on the use of binocular vision during everyday tasks (Dutton, 2015). CVI can have effects on school achievements if undetected. Early detection is thus key to offer appropriate aids to avoid a negative impact on learning processes. The aim of this project is to develop a large-scale screener at the beginning of formal schooling, to identify functional vision impairments early on. For this reason, a set of items assessing different visual functions will be incorporated into the Luxembourgish school monitoring program. Based on a theoretical model of object recognition (Humphreys and Riddoch, 1987), we developed items that can be administered in a classroom setting which target different stages of visual perceptual processing, as well as visual functions connected with both dorsal and ventral streams, visual spatial processing and visual memory. We will present the design of the large-scale screener in relation to the theoretical model, as well as the rationale used to include or exclude various perceptual visual functions in the final test. Furthermore, we will explain the foreseen data collection and tool validation processes. [less ▲]

Development of a large-scale screener for functional vision impairments in early childhood

Scientific Conference (2021, October 21)

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances in ... [more ▼]

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances in perinatal and medicinal care, CVI’s occurrence has increased significantly over the last years (Chokron & Dutton, 2016). The condition almost always entails aggregated functional vision impairments, i.e., limitations on the use of binocular vision during everyday tasks (Dutton, 2015). CVI can have effects on school achievements if undetected. Early detection is thus key to offer appropriate aids to avoid a negative impact on learning processes. The aim of this project is to develop a large-scale screener at the beginning of formal schooling, to identify functional vision impairments early on. For this reason, a set of items assessing different visual functions will be incorporated into the Luxembourgish school monitoring program. Based on a theoretical model of visual perceptual processing (Humphreys and Riddoch, 1987), we developed timed and non-timed items that can be administered in a large-scale classroom setting which target different stages of visual perceptual processing. Furthermore, we included visual functions connected with both dorsal and ventral streams, visual spatial processing, visual exploration and visual memory. We will present the design of the large-scale screener in relation to the theoretical model, as well as the rationale used to include or exclude various perceptual visual functions in the final test. Furthermore, we will explain the planned data collection and tool validation processes. [less ▲]

Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.

Book published by Melusina Press (2021)

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in ... [more ▼]

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in multilingualen Kontexten - wie in Luxemburg - eine Herausforderung dar. Auch werden derzeit vorwiegend im Ausland entwickelte diagnostische Tests durchgeführt, welche die luxemburgischen Besonderheiten, wie etwa das Erlernen der schriftsprachlichen und mathematischen Kompetenzen in einer Zweit- oder Drittsprache, nicht berücksichtigen. Ausgehend vom aktuellen Forschungs- und Wissensstand wird ein vertieftes Verständnis im Hinblick auf Lese- und Rechtschreibstörungen und Rechenstörungen dargelegt. Darauf aufbauend werden diagnostische Vorgehensweisen sowie pädagogische Hilfsmaßnahmen mithilfe von Erfahrungswerten praktizierender Fachkräfte aus dem luxemburgischen Förderbereich vorgestellt. [less ▲]