Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties

Autor/inn/en	Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell
Titel	Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties
Quelle	In: Exceptional Children, 78 (2011) 1, S.7-23 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Control Groups; Intervention; Mathematics Achievement; Numeracy; Mathematical Concepts; Researchers; Mathematics Instruction; Learning Problems; Grade 1; Pretests Posttests; Comparative Analysis; Computation; Problem Solving; Mathematics Education; Program Effectiveness; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Researcher; Forscher; Mathematics lessons; Mathematikunterricht; Lernproblem; School year 01; 1. Schuljahr; Schuljahr 01; Problemlösen; Mathematische Bildung; Elementare Mathematik; Schulmathematik
Abstract	The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to the comparison condition. Systematic instruction, visual representations of mathematical concepts, purposeful and meaningful practice opportunities, and frequent progress monitoring were used to develop understanding in early numeracy skills and concepts. Researchers used progress-monitoring measures and a standardized assessment measure to test the effects of the intervention. Findings showed that students in the treatment group outperformed students in the comparison group on the progress-monitoring measures of mathematics performance and the measures that focused on whole-number computation. There were no differences between groups on the problem-solving measures. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06