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dc.contributor.advisorPoncy, Brian Charles
dc.contributor.authorSmith, Sheridan Christine
dc.date.accessioned2019-03-25T21:59:32Z
dc.date.available2019-03-25T21:59:32Z
dc.date.issued2018-05-01
dc.identifier.urihttps://hdl.handle.net/11244/317768
dc.description.abstractBuilding 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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dc.languageen_US
dc.rightsCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.
dc.titleUsing Technology with Pre-K and Kindergarten Students to Increase Early Numeracy Skills
dc.contributor.committeeMemberDuhon, Gary J.
dc.contributor.committeeMemberStinnett, Terry A.
dc.contributor.committeeMemberMwavita, Mwarumba
osu.filenameSmith_okstate_0664D_15735.pdf
osu.accesstypeOpen Access
dc.description.departmentEducational Psychology
dc.type.genreDissertation
dc.type.materialtext


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