Investigating the incremental validity of cognitive variables in early mathematics screening

Area of Science:

• Educational Psychology
• Developmental Psychology
• Cognitive Science

Background:

• Early identification of mathematics difficulty is crucial for timely intervention.
• Traditional screening batteries often focus on early numeracy skills.
• The role of domain-general cognitive abilities in predicting mathematics performance requires further investigation.

Purpose of the Study:

• To determine the incremental validity of domain-general cognitive measures when added to early numeracy screening.
• To examine if cognitive measures improve prediction of mathematics performance beyond existing screening tools.
• To assess the utility of cognitive measures for identifying students at risk for math difficulties.

Main Methods:

• A sample of 458 kindergarten students was assessed.
• Hierarchical multiple regression analysis was employed.
• Wechsler Abbreviated Scales of Intelligence (WASI) subtests and Digit Span measures were used alongside Early Numeracy Curriculum Based Measurement (EN-CBM).

Main Results:

• WASI Matrix Reasoning, Vocabulary, and Digit Span measures uniquely explained a small portion of variance in mathematics performance (R² change = .01).
• The incremental validity was more pronounced for students severely at-risk for mathematics difficulty.
• Standard early numeracy screening measures remained strong predictors of mathematics ability.

Conclusions:

• While domain-general cognitive measures show some incremental validity, their contribution is small.
• The findings do not support the routine addition of these cognitive assessments to mathematics screening batteries.
• Instructional decisions should primarily rely on established early numeracy screening methods.