At-risk learners show lower initial levels and delayed growth in early numeracy components, especially counting skills, relative to typically developing peers¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At-risk learners (lowest 20% at T1) displayed lower initial levels and delayed growth, especially in counting skills, compared with typically developing children. → Verkerk 2026

Evidence¶

Verkerk 2026¶

Verkerk, J. C., van de Rijt, B., & van Viersen, S. (2026). Development of numerical relational and counting skills as components of early numeracy. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102313

q2 · i? · associational · r2

Multigroup LGCM comparison of at-risk (n = 120) and typically developing (n = 294) children in Cohort 1, defined by a z-score cut-off below -.67 at T1; the reported summary states at-risk learners "displayed lower initial levels and delayed growth, especially in counting skills". Full multigroup results were beyond the supplied text excerpt.

"At-risk learners displayed lower initial levels and delayed growth, especially in counting skills."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component — related
• Numerical relational and counting skills both develop nonlinearly between mid-Kindergarten year 1 and the end of Grade 1, with NRS decelerating and CS accelerating — related
• Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS — related
• The interdependence between numerical relational and counting skills is weaker in at-risk learners — related