Psychometric properties of the early number competence test in chinese preschool children
A one-year longitudinal study
Bibliographic Data
| ID | 7472602 |
|---|---|
| Authors | Xiangzi Ouyang (0000-0002-5399-6820, Lingnan University, corresponding author), Xueliang Chen (0000-0002-4101-8544, University of Hong Kong), Xiao Zhang (0000-0002-0342-3282, University of Hong Kong, corresponding author) |
| Year | 2026 |
| Volume | 75 |
| Pages | 134-144 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2025.12.008 |
| OpenAlex | W7118299674 |
| Language | EN |
| References cited | 49 |
Competence (human resources · Longitudinal study · Predictive power · Psychometrics · Standardized test · Test (biology · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Reading and Literacy Development
Executive function in early childhood
Number Sense Growth in Kindergarten
Development of a measure of early mathematics achievement using the Rasch model
Mirt
Developmental Dynamics of Math Performance From Preschool to Grade 2.
Applied Psychometrics
A new look at the statistical model identification
Estimating the Dimension of a Model
Parent–child number application activities predict children’s math trajectories from preschool to primary school
Subtypes of mathematical learning disability and their antecedents
Comparison of Reliability Measures Under Factor Analysis and Item Response Theory
The Construction of the Utrecht Early Mathematical Competence Scales
Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention
Cognitive precursors of word reading versus arithmetic competencies in young Chinese children
Differential contributions of cognitive precursors to symbolic versus non-symbolic numeracy in young Chinese children
Validating a measure of growing pattern understanding in Chinese preschool children
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children
Antecedents and consequences of young children's interest in mathematics
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Early math matters
Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement
Informal Numeracy Skills
| Citation velocity | historical |
|---|---|
| Highly cited | No |