Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial

Autor/inn/en	Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo; Scherer, Ronny; Melby-Lervåg, Monica
Titel	Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial
Quelle	In: Remedial and Special Education, 44 (2023) 2, S.126-136 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221102537
Schlagwörter	Low Achievement; Numeracy; Grade 1; Elementary School Students; Early Intervention; Mathematics Achievement; Word Problems (Mathematics); Number Concepts; Foreign Countries; Arithmetic; Instructional Effectiveness; Norway + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Rechenkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Textaufgabe; Number concept; Zahlbegriff; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterrichtserfolg; Norwegen
Abstract	Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (M[subscript age] = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01