dc.contributor.author | Lopez-Pedersen, Anita | |
dc.contributor.author | Mononen, Riikka | |
dc.contributor.author | Aunio, Pirjo Annika | |
dc.contributor.author | Scherer, Ronny | |
dc.contributor.author | Melby-Lervåg, Monica | |
dc.date.accessioned | 2022-09-26T09:08:13Z | |
dc.date.available | 2022-09-26T09:08:13Z | |
dc.date.created | 2022-07-13T15:42:29Z | |
dc.date.issued | 2022-07-04 | |
dc.identifier.issn | 0741-9325 | |
dc.identifier.issn | 1538-4756 | |
dc.identifier.uri | https://hdl.handle.net/11250/3021225 | |
dc.description.abstract | Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | SAGE Publications | en_US |
dc.relation.ispartofseries | Remedial and special education; | |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | Early numeracy | en_US |
dc.subject | Numeracy interventions | en_US |
dc.subject | Randomized controlled trials | en_US |
dc.subject | Structural equation modeling | en_US |
dc.title | Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © Hammill Institute on Disabilities 2022 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | https://doi.org/10.1177/07419325221102537 | |
dc.identifier.cristin | 2038261 | |
dc.source.journal | Remedial and special education | en_US |
dc.source.pagenumber | 1-11 | en_US |