Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties

Autor/inn/en	Hassinger-Das, Brenna; Jordan, Nancy C.; Dyson, Nancy
Titel	Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties
Quelle	In: Elementary School Journal, 116 (2015) 2, S.242-264 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/683986
Schlagwörter	Mathematics Instruction; Vocabulary Development; Teaching Methods; Instructional Effectiveness; Story Reading; Numeracy; At Risk Students; Kindergarten; Number Concepts; Intervention; Outcomes of Education; Mathematics Skills; Statistical Analysis; Pretests Posttests; Scores; Mathematics Achievement; Bracken Basic Concept Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Rechenkompetenz; Number concept; Zahlbegriff; Lernleistung; Schulerfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistische Analyse; Mathmatics sikills; Mathematical ability
Abstract	The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 30-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01