Early Numeracy Assessments

Preschool Universal Screening & Progress Monitoring

Developed at the University of Memphis, the Individual Growth & Development Indicators of Early Numeracy enable early childhood instructors to collect and monitor important information regarding early mathematics and number skill acquisition.

Early Math Measures

  • Oral Counting
  • Number Naming
  • Quantity Comparison
  • 1-to-1 Correspondence Counting

Aligned with important learning objectives & developmental outcomes

Recently there has been increased attention to the development of measures for assessing mathematical skill in young children. Meanwhile, evidence is building to warrant such attention as mathematical skill appears critical to later school success. In fact, a recent meta-analysis of six longitudinal data sets suggests that mathematical skill at kindergarten entry is a strong predictor of later academic achievement, stronger than reading skills, attentional skills, or social behavior at kindergarten entry. This suggests early mathematical competency is a primary target in improving academic achievement, and thus an important area for early identification and intervention.

Meanwhile, effective assessment practices play a critical role in promoting early identification and intervention in the development of mathematical competency. Assessment tools specifically designed for young children and targeting elements thought to provide a foundation for later success can provide data about acquisition of key skills as well as growth over time to inform effective instruction and intervention. In response to the limitations of more traditional early childhood assessment practices, curriculum-based (CBM) assessment approaches are increasingly being applied to the assessment of growth and development in very young children with significant potential for improving outcomes. However, research examining assessment tasks focusing on mathematics and number skills of preschoolers has been limited.

In response, the Individual Growth & Development Indicators of Early Numeracy were developed by Robin Hojnoski, Ph.D. and Randy Floyd, Ph.D. at the University of Memphis. Ongoing research by Dr. Hojnoski continues at LeHigh University.


P3 & P4
(38-71 months)


Early Math


Direct-child | Universal Screening &
Progress Monitoring


Up to once a month

Quick & Easy to Administer

Administration takes about 10 minutes per child and can be delivered by any professional educator.

Psychometrically Sound

Backed by over a decade of research, IGDIs have been shown valid, reliable, and sensitive to growth over time.

Designed for MTSS & RtI

Well suited for general education, special education & english language learners.


Robin Hojnoski, PhD

Assistant Professor at LeHigh University
Dr. Robin Hojnoski is currently an Assistant Professor in the School Psychology Program at Lehigh University. She is interested in the application of school psychology principles and practices to early education. Her research focuses on assessment and intervention to improve educational and social outcomes for preschool children and their families.

Randy Floyd, PhD

Assistant Professor at the University of Memphis
Dr. Randy Floyd is Associate Professor of Psychology at The University of Memphis. He received his doctoral degree in school psychology from Indiana State University. His research interests include the structure, measurement, and correlates of cognitive abilities; the technical properties of early numeracy measures; and the process of professional publication.

Technical Information

Version: 1st Edition
Year Published: 2006
Research & Development: University of Memphis
Intended for children, ages: 3-5 years old
Primary uses: Universal Screening & Progress Monitoring
Language(s): English
Norms/Benchmarks: Yes
Forms: Single form

Download Technical Information Summary (pdf)