Intervening on early numeracy for curriculum application and advanced math skill acquisition
Abstract
At the present time the field of school psychology lacks tools to offer supplementation and remediation in early mathematics for struggling students. Although research clearly demonstrates valid and efficient models of instruction for beginning learners, practitioner implementation remains inadequate. While the current early numeracy assessments and interventions available to school psychologists are robust screeners, they may lack a connection to the classroom curriculum and may not aid in shaping behavior through mathematical vocabulary to encourage the acquisition of advanced math skills. This is important as early numeracy builds a foundation for a student's acquisition of future math skills. Teaching and mastery of arithmetic pre-skills in a systematic fashion can create a base for comprehending strategies and algorithms introduced in later grades (Gersten, Darch, & Gleason, 1988). The purpose of the current study was to determine if implementing early numeracy interventions that align with a standardized scope and sequence of early numeracy skills assisted students in acquiring accurate and fluent responding with basic math facts and assisted them in performing at a higher level on advanced mathematical skills. The current study found that exposure to the MIND: EN interventions increased student's accurate responding on the Dot-Number, Dot-Number-Total and Number-Total assessments. Visual analysis of the data indicated that baseline data across participants were stable and flat with no clear trend for the measure of Number-Total across all participants for data of DCPM. Data demonstrated, across 4 participants, that exposure to the MIND: EN interventions increased student's accurate responding on the Dot-Number, Dot-Number-Total and Number-Total assessments.
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- OSU Dissertations [11222]