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Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis.

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Title: Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis.
Authors: Akther, Syeda Sharjina (AUTHOR), Powell, Sarah R. (AUTHOR), Lariviere, Danielle O. (AUTHOR)
Source: Learning Disabilities Research & Practice (Sage Publications Inc.). Aug2025, Vol. 40 Issue 3, p162-180. 19p.
Subjects: Kindergarten children, Mathematics students, Mathematics, Counting, Preschools
Abstract: Counting is foundational to success with mathematics. In this synthesis, we analyzed 17 studies about counting-focused interventions for preschool and kindergarten students with mathematics difficulty or at-risk of mathematics difficulty. All interventions addressed several components of counting, including stable order, one-to-one correspondence, and cardinality. After students participated in a counting-focused intervention, results indicated moderate-to-strong proximal effects and positive transfer effects. Computer game-based counting interventions without instructional strategies had no significant effects on preschool students. Modeling, guided practice, feedback, and multiple representations (i.e., hands-on or virtual) were the most common instructional strategies used within the interventions. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis.
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  Data: <searchLink fieldCode="AR" term="%22Akther%2C+Syeda+Sharjina%22">Akther, Syeda Sharjina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Powell%2C+Sarah+R%2E%22">Powell, Sarah R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lariviere%2C+Danielle+O%2E%22">Lariviere, Danielle O.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Sage+Publications+Inc%2E%29%22">Learning Disabilities Research & Practice (Sage Publications Inc.)</searchLink>. Aug2025, Vol. 40 Issue 3, p162-180. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Counting%22">Counting</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink>
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  Label: Abstract
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  Data: Counting is foundational to success with mathematics. In this synthesis, we analyzed 17 studies about counting-focused interventions for preschool and kindergarten students with mathematics difficulty or at-risk of mathematics difficulty. All interventions addressed several components of counting, including stable order, one-to-one correspondence, and cardinality. After students participated in a counting-focused intervention, results indicated moderate-to-strong proximal effects and positive transfer effects. Computer game-based counting interventions without instructional strategies had no significant effects on preschool students. Modeling, guided practice, feedback, and multiple representations (i.e., hands-on or virtual) were the most common instructional strategies used within the interventions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Mathematics students
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      – SubjectFull: Mathematics
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              Text: Aug2025
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