Evaluation of Patterning Instruction for Kindergartners

Autor/inn/en	Strauss, Lauren I.; Peterson, Matthew S.; Kidd, Julie K.; Choe, Jihyae; Lauritzen, Hans Christian; Patterson, Allyson B.; Holmberg, Courtney A.; Gallington, Debbie A.; Pasnak, Robert
Titel	Evaluation of Patterning Instruction for Kindergartners
Quelle	In: Journal of Educational Research, 113 (2020) 4, S.292-302 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strauss, Lauren I.) ORCID (Pasnak, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1806195
Schlagwörter	Emergent Literacy; Mathematics Instruction; Social Studies; Kindergarten; Young Children; Instructional Effectiveness; Executive Function; Short Term Memory; Inhibition; Correlation; Pattern Recognition; Urban Schools; Socioeconomic Status; Reading Tests; Achievement Tests; Intelligence Tests; Color; Virginia; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Kaufman Test of Educational Achievement; Wechsler Intelligence Scale for Children; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Mathematics lessons; Mathematikunterricht; Gemeinschaftskunde; Frühe Kindheit; Unterrichtserfolg; Kurzzeitgedächtnis; Hemmung; Korrelation; Mustererkennung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Colour; Farbbezeichnung; Farbe; Schulleistung
Abstract	To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning, mathematics, early literacy, and three executive functions showed that the children taught patterning became significantly better at patterning than those in the other instructional conditions. No differences were found between the children taught mathematics, early literacy, or social studies. Correlational analyses indicated that the relations of patterning ability, working memory, and inhibitory control to mathematics achievement were similar. Cognitive flexibility was not very strongly related to any other measure and the executive functions were relatively independent of each other for the children who were age five. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01