Literaturnachweis - Detailanzeige
| Autor/inn/en | Nelson, Gena; Kiss, Allyson J. |
|---|---|
| Titel | Effects of a First-Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty |
| Quelle | In: Learning Disabilities Research & Practice, 36 (2021) 2, S.167-178 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Nelson, Gena) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/ldrp.12242 |
| Schlagwörter | Elementary School Students; Grade 1; Mathematics Instruction; Learning Problems; Vocabulary; Mathematics Achievement; Scores; Intervention; Mathematics Tests; Mathematical Concepts |
| Abstract | There is an emerging research base exploring the relation between mathematics vocabulary and achievement; therefore, we conducted a pilot study of a mathematics vocabulary intervention for first-grade students with mathematics difficulty (MD). At posttest, the vocabulary intervention group scored significantly higher than the active control on mathematics vocabulary; growth, however, was not significant. The vocabulary intervention group had significantly higher gains on the Concepts and Communication subtest of a distal measure. While all students began the intervention below the 13th percentile in mathematics, 31% of participants exceeded the 25th percentile at posttest. The results of this pilot study have implications for practitioners working with students with MD, and also make a contribution to the knowledge base on mathematics vocabulary intervention. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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