Early Number Skills: Examining the Effects of Class-Wide Interventions on Kindergarten Performance

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI:10.1037/A0022661

Robin S. Codding, Lisa Chan-Iannetta, S. George, Kristine Ferreira, R. Volpe

引用次数: 28

Abstract

The purpose of this study was to use multilevel modeling to compare the effects of KPALS alone and combined with goal setting and reinforcement to a control condition on early numeracy performance of 96 kindergarteners. Demographic variables were examined as moderators. Results differed according to early numeracy measure, with both versions of KPALS outperforming the control group for number identification, while KPALS plus goal setting and reinforcement improved performance on missing number and the TEMA-3. Demographic variables, but not treatment, accounted for performance on a measure of quantity discrimination. Posttest differences were found for TEMA-3 and NI, but no differences persisted at 4 months follow-up.

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早期数字技能:班级干预对幼儿园表现的影响

本研究旨在运用多层次模型比较KPALS与目标设定与强化相结合对96名幼儿园儿童早期算术表现的影响。人口统计变量作为调节因素进行了检验。根据早期计算能力测试结果不同，两种版本的KPALS在数字识别方面都优于对照组，而KPALS加目标设定和强化在缺失数字和TEMA-3方面的表现有所改善。人口统计变量，而不是治疗，解释了数量歧视的表现。测试后发现TEMA-3和NI有差异，但在4个月的随访中没有差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.