Clarissa Alfes, Kristen Missall, Kathleen Artman Meeker
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引用次数: 1
Abstract
Number naming, or knowledge of math numerals, has been described as a gatekeeper skill in preschool math development because it is necessary for later math tasks such as calculation. This article describes a small group intervention piloted with 10 preschoolers found to be at risk for delays in early numeracy development during universal screening. Target numerals were assigned randomly to one of three conditions (book, activity, and control). Using an adapted alternating treatment design, intervention conditions were delivered to small groups in 15-min sessions three times per week for 8 weeks. Each intervention session included a manualized counting book and activity, which were delivered in random order each session, but included the same numerals for number identification, verbal counting during one-to-one correspondence, and number naming. Across the 8 weeks of intervention, some preschoolers exhibited growth in number naming in intervention conditions as compared to control; participants varied in whether the book or activity intervention condition was more effective for their learning.
期刊介绍:
Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.