Conceptual Knowledge-Based Strategy Training in Single-Digit Calculation: A Single Case Intervention Study in a Child with Specific Language Impairment

Autor/inn/en	Koponen, Tuire; Aro, Tuija; Ahonen, Timo
Titel	Conceptual Knowledge-Based Strategy Training in Single-Digit Calculation: A Single Case Intervention Study in a Child with Specific Language Impairment
Quelle	In: European Journal of Special Needs Education, 24 (2009) 3, S.259-275 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Intervention; Computation; Arithmetic; Mathematics Instruction; Case Studies; Language Impairments; Finno Ugric Languages; Children; Males; Mathematical Concepts; Concept Formation; Memory; Instructional Effectiveness; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Male; Männliches Geschlecht; Concept learning; Begriffsbildung; Gedächtnis; Unterrichtserfolg; Ausland; Finnland
Abstract	The aim of this single-case intervention study was to examine whether a conceptual knowledge-based strategy training would improve the accuracy of single-digit arithmetical calculation in a child with specific language impairment. The intervention concerned an 11-year-old Finnish-speaking child with specific language impairment. He was trained individually once a week for three months. On the basis of his baseline performance single-digit arithmetical problems were divided into "well-known arithmetical problems" and "error-prone arithmetical problems". Error-prone problems were taught in meaningful relation to well-known problems, which he repeatedly solved correctly by using arithmetical fact knowledge. An intervention study design was used consisting of six baseline and three follow-up assessments. The results show that the participant calculated additions, subtractions and multiplications more accurately after the intervention was applied. In subtraction he also used more retrieval-based strategies after than before the intervention. The results suggest that an intervention programme targeted at improving calculation skill based on conceptual knowledge is beneficial, especially when children have weaknesses in use of counting procedures and in direct memory retrieval. (Contains 5 figures and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10