A Number Sense Intervention for Low-Income Kindergartners at Risk for Mathematics Difficulties

Autor/inn/en	Dyson, Nancy I.; Jordan, Nancy C.; Glutting, Joseph
Titel	A Number Sense Intervention for Low-Income Kindergartners at Risk for Mathematics Difficulties
Quelle	In: Journal of Learning Disabilities, 46 (2013) 2, S.166-181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411410233
Schlagwörter	Kindergarten; Low Income Groups; At Risk Students; Intervention; Number Concepts; Mathematics Instruction; Pretests Posttests; Young Children; Small Group Instruction; Urban Schools; Numeracy; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rechenkompetenz
Abstract	Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners ("N" = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest. (Contains 5 tables, 2 figures, and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10