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Clements, D. H., Sarama, J., & Liu, X. H. (2008). Development of a Measure of Early Mathematics Achievement Using the Rasch Model: The Research-Based Early Math Assessment. Educational Psychology, 28, 457-482.
https://doi.org/10.1080/01443410701777272

has been cited by the following article:

• TITLE: Empirical Studies of Patterning

  AUTHORS: Robert Pasnak

  KEYWORDS: Patterning, Sequences, Mathematics, Reading, Literacy, Prealgebra

  JOURNAL NAME: Psychology, Vol.8 No.13, November 30, 2017

  ABSTRACT: Young children have been taught simple sequences of alternating shapes and colors, referred to as “patterning”, for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children’s academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.