Using Technology with Pre-K and Kindergarten Students to Increase Early Numeracy Skills
Smith, Sheridan Christine
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Building a strong foundation in the early numeracy gateway skills in pre-k and kindergarten has strong implications for future success in mathematics. Currently, very few research-based early numeracy interventions are available for students prior to first grade. Furthermore, the majority of current early numeracy interventions are administered individually. School psychologists are constantly striving to provide the most effective and efficient service delivery for all students with the universal goal to prevent and remedy skill deficits. With an increase of technology in schools, interventions utilizing basic technology would be time and cost effective. A multiple baseline design was used to validate a technology-based intervention across three early numeracy skills with a small group of pre-k and kindergarten students. The findings from this study provide empirical evidence that the NDM, a comprehensive, scripted intervention can be used in a small-group setting to increase early numeracy skills.
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