Fostering Early Numerical Skills at School Start in Children at Risk for Mathematical Achievement Problems: A Small Sample Size Training Study

Autor/inn/en	Hasselhorn, Marcus; Linke-Hasselhorn, Kathrin
Titel	Fostering Early Numerical Skills at School Start in Children at Risk for Mathematical Achievement Problems: A Small Sample Size Training Study
Quelle	In: International Education Studies, 6 (2013) 3, S.213-220 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Preschool Children; Developmental Disabilities; Numeracy; Mathematics Skills; At Risk Students; Mathematics Achievement; Number Concepts; Pretests Posttests; Mathematics Instruction; Intervention; Instructional Effectiveness; Training; Remedial Mathematics; Control Groups; Competence; Program Effectiveness; Germany + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Ausbildung; Kompetenz; Deutschland
Abstract	Eight six-year old German children with development disabilities regarding such number competencies as have been demonstrated to be among the most relevant precursor skills for the acquisition of elementary mathematics received intensive training with the program "Mengen, zählen, Zahlen" ["quantities, counting, numbers"] (MZZ, Krajewski, Nieding, & Schneider, 2007). In 24 30-minute training sessions administered across an interval of eight weeks, four children received the full program. Using a pretest-posttest control group design, the effectiveness of the training was demonstrated with a large effect size (d = 4.6). In addition, a shortened training of the waiting control group (n = 4) after finishing the principal evaluation replicated the appropriateness of the MZZ program (d = 2.5) as a means of remediating early number competence deficiencies at the onset of formal schooling. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01