An early numeracy intervention for first-graders at risk for mathematical learning difficulties

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http://hdl.handle.net/10138/328426

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Aunio , P , Korhonen , J , Ragpot , L , Törmänen , M & Henning , E 2021 , ' An early numeracy intervention for first-graders at risk for mathematical learning difficulties ' , Early Childhood Research Quarterly , vol. 55 , pp. 252-262 . https://doi.org/10.1016/j.ecresq.2020.12.002

Title: An early numeracy intervention for first-graders at risk for mathematical learning difficulties
Author: Aunio, Pirjo; Korhonen, Johan; Ragpot, Lara; Törmänen, Minna; Henning, Elizabeth
Contributor organization: Active Numeracy
Department of Education
Teacher Education
Date: 2021-01-01
Language: eng
Number of pages: 11
Belongs to series: Early Childhood Research Quarterly
ISSN: 0885-2006
DOI: https://doi.org/10.1016/j.ecresq.2020.12.002
URI: http://hdl.handle.net/10138/328426
Abstract: The aim of this study was to investigate whether early numeracy skills of South African first graders who are at-risk for mathematical learning difficulties can be improved with an intervention program. The participants were 267 children from 17 classrooms in the greater Johannesburg area. In this quasi-experimental small group intervention study (15 sessions over 5 weeks) the outcome measure was early numeracy skills. Based on pretest early numeracy scores, the children were divided into an intervention group (N = 40), a low performing control group (N = 32), and an average performing control group (N = 195). The main result was that the intervention group had improved more in numerical relational skills, compared to low-controls; this effect remained statistically significant after controlling for executive functions, language skills and kindergarten attendance, and was also observable in the delayed post-measurement. Executive functions, language skills and kindergarten attendance all predicted the level of early numeracy skills at the beginning of the intervention, but only executive functions explained individual differences in counting skills development from pre- to delayed posttest.
Subject: 516 Educational sciences
Early numeracy
Executive functions
Intervention
Kindergarten attendance
Language skills
Mathematical learning difficulties
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: publishedVersion


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