Current research funding
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;1-6. Available at: http://www.child-encyclopedia.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, 39 181-195.
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, 82-88.
Jordan, N.C., & Levine, S.C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews 15, 60-68.
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), 850-867.
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. 45-58). 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), 662-668.
Locuniak, M.N. & Jordan, N.C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451-459.
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), 63-66.
Jordan, N.C., Kaplan, D., Locuniak, M.N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
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, 153-175.
Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.
Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103-119.
Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with co-morbid mathematics and reading difficulties. Child Development, 74(3), 834-850.
Jordan, N. C. & Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18(4), 213-221.
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. 359-383), Mahwah, NJ: Erlbaum.
Jordan, N. C. , Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94, 586-597.
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),