Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties
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| Title: | Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties |
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| Language: | English |
| Authors: | Hassinger-Das, Brenna, Jordan, Nancy C., Dyson, Nancy |
| Source: | Elementary School Journal. Dec 2015 116(2):242-264. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education |
| Descriptors: | 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 |
| Assessment and Survey Identifiers: | Bracken Basic Concept Scale, Woodcock Johnson Tests of Achievement |
| DOI: | 10.1086/683986 |
| ISSN: | 0013-5984 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 87 |
| Entry Date: | 2015 |
| Accession Number: | EJ1084338 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0013-5984 |
| DOI: | 10.1086/683986 |
