Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties

Autor/inn/en	Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell
Titel	Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties
Quelle	78 (2011) 1, S.7-23 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grade 1; Numeracy; Intervention; Mathematics Skills; Learning Problems; Program Effectiveness; Elementary School Students; Pretests Posttests; Randomized Controlled Trials; Hypothesis Testing; Problem Solving; Computation; Mathematics Instruction; Elementary School Mathematics; Comparative Analysis; Screening Tests; Progress Monitoring; Standardized Tests; Achievement Tests; Mathematics Tests; Fidelity; Observation; Rating Scales; Statistical Analysis; Texas; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernproblem; Hypothesenprüfung; Hypothesentest; Problemlösen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Screening-Verfahren; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Beobachtung; Rating-Skala; Statistische Analyse
Abstract	The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to the comparison condition. Systematic instruction, visual representations of mathematical concepts, purposeful and meaningful practice opportunities, and frequent progress monitoring were used to develop understanding in early numeracy skills and concepts. Researchers med progress-monitoring measures and a standardized assessment measure to test the effects of the intervention. Findings showed that students in the treatment group outperformed students in the comparison group on the progress-monitoring measures of mathematics performance and the measures that focused on whole-number computation. There were no differences between groups on the problem-solving measures. [This article was published in "Exceptional Children" (EJ939950).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01