Effects of Patterning Instruction on the Academic Achievement of 1st-Grade Children

Autor/inn/en	Kidd, Julie K.; Carlson, Abby G.; Gadzichowski, K. Marinka; Boyer, Caroline E.; Gallington, Debbie A.; Pasnak, Robert
Titel	Effects of Patterning Instruction on the Academic Achievement of 1st-Grade Children
Quelle	In: Journal of Research in Childhood Education, 27 (2013) 2, S.224-238 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2013.766664
Schlagwörter	Academic Achievement; Grade 1; Elementary School Students; Instructional Effectiveness; Teaching Methods; Achievement Tests; Mathematical Concepts; Mathematics Achievement; Cognitive Development; Statistical Analysis; Mathematics Tests; Social Studies; Scores; Computer Assisted Instruction; Virginia; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kognitive Entwicklung; Statistische Analyse; Gemeinschaftskunde; Computer based training; Computerunterstützter Unterricht
Abstract	A test of the effectiveness of patterning instruction was conducted with 140 first-graders. First, 383 first-graders from 20 classes were screened on a patterning test. The eight in each class who scored worst were given individual 15-minute lessons on patterning or reading or mathematics or social studies three times weekly for a period of 6 1/2 months. Test results for 140 children still available in May showed that the children receiving patterning instruction were generally superior on a patterning test. They also scored significantly higher on the Woodcock-Johnson (W-J) III Mathematics Concepts Scale 18A than children who received mathematics, reading, or social studies lessons. On the W-J III Mathematics Concepts Scale 18B, children who received either patterning or mathematics instruction scored significantly higher than those who received social studies instruction. There were no significant differences on the W-J III Applied Problems Scale 10, nor on three W-J III reading scales. These results suggest that instruction on understanding patterns can substantially improve 1st-graders' understanding of mathematical concepts. Such outcomes may be specific to the sort of children, primarily minority children from diverse ethnic backgrounds, who were participants in this study. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10