Nicole M. McKevett, Robin S. Codding, Kristin R. Running
{"title":"The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills","authors":"Nicole M. McKevett, Robin S. Codding, Kristin R. Running","doi":"10.1177/07419325231160292","DOIUrl":null,"url":null,"abstract":"Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades. The purpose of this study was to examine the effects of a concrete-representational-abstract (CRA) instructional package on the foundational early numeracy skills of three preschool students. A multiple baseline across participants design was employed. Treatment sessions were 15 to 20 minutes long and held twice a week. The primary outcome variable was a measure of match quantity and the generalization outcome variable was a measure of number sequencing. Results indicate that CRA was effective for increasing the match quantity fluency skills of two of three participants; however, the effects did not generalize to number sequencing.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325231160292","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades. The purpose of this study was to examine the effects of a concrete-representational-abstract (CRA) instructional package on the foundational early numeracy skills of three preschool students. A multiple baseline across participants design was employed. Treatment sessions were 15 to 20 minutes long and held twice a week. The primary outcome variable was a measure of match quantity and the generalization outcome variable was a measure of number sequencing. Results indicate that CRA was effective for increasing the match quantity fluency skills of two of three participants; however, the effects did not generalize to number sequencing.
期刊介绍:
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.