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Recent publications: Jordan, N.C. (2010). Early predictors of mathematics achievement and mathematics learning difficulties. In Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development;16. Available at: http://www.childencyclopedia.com/documents/JordanANGxp.pdf Jordan, N.C., Glutting, J., Ramineni, C., & Watkins, M.W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39 181195. Jordan, N.C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 8288. Jordan, N.C., & Levine, S.C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews 15, 6068. Jordan, N.C., Kaplan, D., Ramineni,C., & Locuniak, M.N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850867. Jordan, N. C., Glutting, J., & Ramineni, C. (2008). A number sense assessment tool for identifying children at risk for mathematical difficulties. In A. Dowker (Ed.), Mathematical difficulties: Psychology and intervention (pp. 4558). San Diego, CA: Academic Press. Jordan, N.C., Kaplan, D., Ramineni, C., & Locuniak, M.N. (2008). Development of number combination skill in the early school years: When do fingers help? Developmental Science,11(5), 662668. Locuniak, M.N. & Jordan, N.C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451459. Jordan, N.C. (2007). Do words count? Connections between mathematics and reading difficulties. In D.B. Berch & M.M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (Chapter 6). Baltimore, MD: Paul H. Brookes. Jordan, N.C. (2007). The need for number sense. Educational Leadership, 65(2), 6366. Jordan, N.C., Kaplan, D., Locuniak, M.N., & Ramineni, C. (2007). Predicting firstgrade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 3646. Jordan, N.C., Kaplan, D., Nabors Olah, L., & Locuniak, M. (2006). Number Sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153175. Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293304. Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103119. Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74(3), 834850. Jordan, N. C. & Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18(4), 213221. Jordan, N. C. , Hanich, L., & Uberti, H. Z. (2003). Mathematical thinking and learning disabilities. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills. Recent research and theory (pp. 359383), Mahwah, NJ: Erlbaum. Jordan, N. C. , Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a twoyear longitudinal study. Journal of Educational Psychology, 94, 586597. Hanich, L.B.,
Jordan, N.C., Kaplan, D., & Dick, J. (2001). Performance
across different areas of mathematical cognition in children with learning
difficulties. Journal of Educational Psychology, 93(3),
615626. School of Education Faculty
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