代表性教学和大种族对学龄前儿童早期算术技能的影响

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Nicole M. McKevett, Robin S. Codding, Kristin R. Running
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引用次数: 0

摘要

学龄前学生掌握早期算术技能很重要,因此他们进入幼儿园时具备必要的先决条件技能,这些技能可以预测小学后期的成绩。本研究的目的是检验具体表征抽象(CRA)教学包对三名学龄前学生早期基本算术技能的影响。采用了跨参与者的多基线设计。治疗时间为15至20分钟,每周两次。主要结果变量是匹配数量的度量,概括结果变量是数字排序的度量。结果表明,CRA能有效提高三名参赛者中两名的比赛量流利性;然而,这种影响并没有推广到数字排序。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills
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.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
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.
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