Early Numeracy Intervention Program for First-Grade Students With Mathematics Difficulties.
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| Title: | Early Numeracy Intervention Program for First-Grade Students With Mathematics Difficulties. |
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| Authors: | BRYANT, DIANE PEDROTTY, BRYANT, BRIAN R., ROBERTS, GREG, VAUGHN, SHARON, PFANNENSTIEL, KATHLEEN HUGHES, PORTERFIELD, JENNIFER, GERSTEN, RUSSELL |
| Source: | Exceptional Children. Fall2011, Vol. 78 Issue 1, p7-23. 17p. |
| Subjects: | Elementary education, Study & teaching of numeracy, First grade (Education), Mathematics education (Elementary), Response to intervention (Education), Teaching methods, Teaching research, Individuals with Disabilities Education Improvement Act of 2004, Problem sets (Education) |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00144029 |
| DOI: | 10.1177/001440291107800101 |
