Literaturnachweis - Detailanzeige
| Autor/inn/en | Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Maddox, Steven A.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.; Kimmel, Georgia L. |
|---|---|
| Titel | Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction |
| Quelle | (2021), (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Doabler, Christian T.) ORCID (Kosty, Derek) ORCID (Smolkowski, Keith) ORCID (Fien, Hank) ORCID (Kimmel, Georgia L.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1177/0022219420972185 |
| Schlagwörter | Kindergarten; At Risk Students; Mathematics Skills; Mathematics Instruction; Program Effectiveness; Learning Problems; Mathematics Achievement; Severity (of Disability); Intervention; Teaching Methods; Numeracy; Oregon; Texas (Dallas) |
| Abstract | A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e., <10th percentile) to a lower risk of MD (i.e., at or above the 10th, 20th, and 40th percentiles) between the fall and spring of kindergarten. Differential response to the program based on the classroom-level proportion of students with severe MD was also explored. A total of 795 kindergarteners with severe MD from 122 classrooms were included in the analyses. Results suggested students with severe MD in treatment classrooms improved from fall to spring at a greater rate than their control peers. Treatment students also demonstrated higher rates of improvement from below the 10th percentile to at or above the 10th, 20th, and 40th percentiles across the school year. No evidence of differential efficacy of the program by the classroom-level proportion of students with severe MD was found. Implications for using explicit mathematics programs to thwart the onset of severe MD among academically vulnerable students are discussed. [This paper was published in "Journal of Learning Disabilities" (EJ1286307).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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