@misc{RauscherKohnKaeseretal.2016, author = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.}, title = {Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {430}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-406727}, pages = {14}, year = {2016}, abstract = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.}, language = {en} } @article{RauscherKohnKaeseretal.2016, author = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.}, title = {Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children}, series = {Frontiers in psychology}, volume = {7}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2016.00913}, pages = {14086 -- 14099}, year = {2016}, abstract = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.}, language = {en} } @article{KrullWilbertHennemann2018, author = {Krull, Johanna and Wilbert, J{\"u}rgen and Hennemann, Thomas}, title = {Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa?}, series = {European journal of special needs education}, volume = {33}, journal = {European journal of special needs education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0885-6257}, doi = {10.1080/08856257.2018.1424780}, pages = {235 -- 253}, year = {2018}, abstract = {Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. Numerous studies have shown that the risk of social exclusion is considerably higher for children with SEN compared to their peers without SEN, especially for pupils with behaviour problems (BP) or learning difficulties (LD). Since most of these studies are based on cross-sectional designs, there is a lack of knowledge regarding the direction of the effects. This leads to the question to what extent BP and LD have an impact on pupils' social position in the class and, vice versa, to what extent the social position has an effect on the development of BP and LD. To address these questions, we analysed sociometric data of 1244 primary school children. {\`E} A cross-lagged panel analysis was conducted. The results indicate that BP and LD in 1st grade lead to significantly less social acceptance by peers in 2nd grade but do not predict significantly higher social rejection. A directed influence of LD or BP on a higher social rejection cannot be found. Conversely, neither social acceptance nor social rejection at 1st grade has an influence on the development of BP or LD at grade two.}, language = {en} } @misc{KohnRauscherKucianetal.2020, author = {Kohn, Juliane and Rauscher, Larissa and Kucian, Karin and K{\"a}ser, Tanja and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.}, title = {Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {650}, issn = {1866-8364}, doi = {10.25932/publishup-47415}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-474159}, pages = {16}, year = {2020}, abstract = {This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions {\`a} 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.}, language = {en} } @article{KohnRauscherKucianetal.2020, author = {Kohn, Juliane and Rauscher, Larissa and Kucian, Karin and K{\"a}ser, Tanja and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.}, title = {Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia}, series = {Frontiers in Psychology}, volume = {11}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2020.01115}, pages = {14}, year = {2020}, abstract = {This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions {\`a} 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.}, language = {en} } @misc{GolleGranacherHoffmannetal.2014, author = {Golle, Kathleen and Granacher, Urs and Hoffmann, Martin and Wick, Ditmar and M{\"u}hlbauer, Thomas}, title = {Effect of living area and sports club participation on physical fitness in children}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-401418}, pages = {8}, year = {2014}, abstract = {Background: Cross-sectional studies detected associations between physical fitness, living area, and sports participation in children. Yet, their scientific value is limited because the identification of cause-and-effect relationships is not possible. In a longitudinal approach, we examined the effects of living area and sports club participation on physical fitness development in primary school children from classes 3 to 6. Methods: One-hundred and seventy-two children (age: 9-12 years; sex: 69 girls, 103 boys) were tested for their physical fitness (i.e., endurance [9-min run], speed [50-m sprint], lower- [triple hop] and upper-extremity muscle strength [1-kg ball push], flexibility [stand-and-reach], and coordination [star coordination run]). Living area (i.e., urban or rural) and sports club participation were assessed using parent questionnaire. Results: Over the 4 year study period, urban compared to rural children showed significantly better performance development for upper- (p = 0.009, ES = 0.16) and lower-extremity strength (p < 0.001, ES = 0.22). Further, significantly better performance development were found for endurance (p = 0.08, ES = 0.19) and lower-extremity strength (p = 0.024, ES = 0.23) for children continuously participating in sports clubs compared to their non-participating peers. Conclusions: Our findings suggest that sport club programs with appealing arrangements appear to represent a good means to promote physical fitness in children living in rural areas.}, language = {en} } @phdthesis{Fuehner2023, author = {F{\"u}hner, Thea Heidi}, title = {Secular trends, age, sex, and timing of school enrollment effects on physical fitness in children and adolescents}, doi = {10.25932/publishup-58864}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588643}, school = {Universit{\"a}t Potsdam}, pages = {xiii, 159}, year = {2023}, abstract = {The relevance of physical fitness for children's and adolescents' health is indisputable and it is crucial to regularly assess and evaluate children's and adolescents' individual physical fitness development to detect potential negative health consequences in time. Physical fitness tests are easy-to-administer, reliable, and valid which is why they should be widely used to provide information on performance development and health status of children and adolescents. When talking about development of physical fitness, two perspectives can be distinguished. One perspective is how the physical fitness status of children and adolescents changed / developed over the past decades (i.e., secular trends). The other perspective covers the analyses how physical fitness develops with increasing age due to growth and maturation processes. Although, the development of children's and adolescents' physical fitness has been extensively described and analyzed in the literature, still some questions remain to be uncovered that will be addressed in the present doctoral thesis. Previous systematic reviews and meta-analyses have examined secular trends in children's and adolescents' physical fitness. However, considering that those analyses are by now 15 years old and that updates are available only to limited components of physical fitness, it is time to re-analyze the literature and examine secular trends for selected components of physical fitness (i.e., cardiorespiratory endurance, muscle strength, proxies of muscle power, and speed). Fur-thermore, the available studies on children's development of physical fitness as well as the ef-fects of moderating variables such as age and sex have been investigated within a long-term ontogenetic perspective. However, the effects of age and sex in the transition from pre-puberty to puberty in the ninth year of life using a short-term ontogenetic perspective and the effect of timing of school enrollment on children's development of physical fitness have not been clearly identified. Therefore, the present doctoral thesis seeks to complement the knowledge of children's and adolescents' physical fitness development by updating secular trend analysis in selected components of physical fitness, by examining short-term ontogenetic cross-sectional developmental differences in children`s physical fitness, and by comparing physical fitness of older- and younger-than-keyage children versus keyage-children. These findings provide valuable information about children's and adolescents' physical fitness development to help prevent potential deficits in physical fitness as early as possible and consequently ensure a holistic development and a lifelong healthy life. Initially, a systematic review to provide an 'update' on secular trends in selected components of physical fitness (i.e., cardiorespiratory endurance, relative muscle strength, proxies of muscle power, speed) in children and adolescents aged 6 to 18 years was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis statement guidelines. To examine short-term ontogenetic cross-sectional developmental differences and to compare physical fitness of older- and younger-than-keyage children versus keyage-children physical fitness data of 108,295 keyage-children (i.e., aged 8.00 to 8.99 years), 2,586 younger-than-keyage children (i.e., aged 7.00 to 7.99 years), and 26,540 older-than-keyage children (i.e., aged 9.00 to 9.99 years) from the third grade were analyzed. Physical fitness was assessed through the EMOTIKON test battery measuring cardiorespiratory endurance (i.e., 6-min-run test), coordina-tion (i.e., star-run test), speed (i.e., 20-m linear sprint test), and proxies of lower (i.e., standing long jump test) and upper limbs (i.e., ball-push test) muscle power. Statistical inference was based on Linear Mixed Models. Findings from the systematic review revealed a large initial improvement and an equally large subsequent decline between 1986 and 2010 as well as a stabilization between 2010 and 2015 in cardiorespiratory endurance, a general trend towards a small improvement in relative muscle strength from 1972 to 2015, an overall small negative quadratic trend for proxies of muscle power from 1972 to 2015, and a small-to-medium improvement in speed from 2002 to 2015. Findings from the cross-sectional studies showed that even in a single prepubertal year of life (i.e., ninth year) physical fitness performance develops linearly with increasing chronological age, boys showed better performances than girls in all physical fitness components, and the components varied in the size of sex and age effects. Furthermore, findings revealed that older-than-keyage children showed poorer performance in physical fitness compared to keyage-children, older-than-keyage girls showed better performances than older-than-keyage boys, and younger-than-keyage children outperformed keyage-children. Due to the varying secular trends in physical fitness, it is recommended to promote initiatives for physical activity and physical fitness for children and adolescents to prevent adverse effects on health and well-being. More precisely, public health initiatives should specifically consider exercising cardiorespiratory endurance and muscle strength because both components showed strong positive associations with markers of health. Furthermore, the findings implied that physical education teachers, coaches, or researchers can utilize a proportional adjustment to individually interpret physical fitness of prepubertal school-aged children. Special attention should be given to the promotion of physical fitness of older-than-keyage children because they showed poorer performance in physical fitness than keyage-children. Therefore, it is necessary to specifically consider this group and provide additional health and fitness programs to reduce their deficits in physical fitness experienced during prior years to guarantee a holistic development.}, language = {en} } @article{CzapkaKlassertFestman2019, author = {Czapka, Sophia and Klassert, Annegret and Festman, Julia}, title = {Executive functions and language}, series = {Frontiers in psychology}, volume = {10}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.00097}, pages = {18}, year = {2019}, abstract = {We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals' word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals' spelling these functions might come into play only at a later stage.}, language = {en} } @article{CzapkaKlassertFestman2019, author = {Czapka, Sophia and Klassert, Annegret and Festman, Julia}, title = {Executive Functions and Language}, series = {Frontiers in Psychology}, volume = {10}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.00097}, pages = {18}, year = {2019}, abstract = {We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals' word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals' spelling these functions might come into play only at a later stage.}, language = {en} } @misc{CzapkaKlassertFestman2019, author = {Czapka, Sophia and Klassert, Annegret and Festman, Julia}, title = {Executive Functions and Language}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {537}, issn = {1866-8364}, doi = {10.25932/publishup-42493}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-424935}, pages = {18}, year = {2019}, abstract = {We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals' word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals' spelling these functions might come into play only at a later stage.}, language = {en} } @misc{BoernertRinglebWilbert2018, author = {B{\"o}rnert-Ringleb, Moritz and Wilbert, J{\"u}rgen}, title = {The Association of Strategy Use and Concrete-Operational Thinking in Primary School}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {431}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-162010}, pages = {11}, year = {2018}, abstract = {Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.}, language = {en} } @article{BoernertRinglebWilbert2018, author = {B{\"o}rnert-Ringleb, Moritz and Wilbert, J{\"u}rgen}, title = {The Association of Strategy Use and Concrete-Operational Thinking in Primary School}, series = {Frontiers in Education}, volume = {3}, journal = {Frontiers in Education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2018.00038}, pages = {1 -- 11}, year = {2018}, abstract = {Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.}, language = {en} } @phdthesis{Balt2020, author = {Balt, Miriam}, title = {Assessment of early numeracy development}, school = {Universit{\"a}t Potsdam}, pages = {130}, year = {2020}, abstract = {Early numeracy is one of the strongest predictors for later success in school mathematics (e.g., Duncan et al., 2007). The main goal of first grade mathematics teachers should therefore be to provide learning opportunities that enable all students to develop sound early numeracy skills. Developmental models, or learning progressions, can describe how early numerical understanding typically develops. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. To date, there have been no progression-based instruments made available for German teachers to monitor their students' progress in the domain of early numeracy. This dissertation contributes to the design of such an instrument. The first study analysed the suitability of early numeracy assessments currently used in German primary schools at school entry to identify students' individual starting points for subsequent progress monitoring. The second study described the development of progression-based items and investigated the items in regards to main test quality criteria, such as reliability, validity, and test fairness, to find a suitable item pool to build targeted tests. The third study described the construction of the progress monitoring measure, referred to as the learning progress assessment (LPA). The study investigated the extent to which the LPA was able to monitor students' individual learning progress in early numeracy over time. The results of the first study indicated that current school entry assessments were not able to provide meaningful information about the students' initial learning status. Thus, the MARKO-D test (Ricken, Fritz, \& Balzer, 2013) was used to determine the students' initial numerical understanding in the other two studies, because it has been shown to be an effective measure of conceptual numerical understanding (Fritz, Ehlert, \& Leutner, 2018). Both studies provided promising evidence for the quality of the LPA and its ability to detect changes in numerical understanding over the course of first grade. The studies of this dissertation can be considered an important step in the process of designing an empirically validated instrument that supports teachers to monitor their students' early numeracy development and to adjust their teaching accordingly to enhance school achievement.}, language = {en} }