Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays

Autor/inn/en	Hardy, Jessica K.; Hemmeter, Mary Louise
Titel	Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays
Quelle	In: Topics in Early Childhood Special Education, 38 (2019) 4, S.234-247 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418792300
Schlagwörter	Mathematics Instruction; Preschool Children; At Risk Students; Teaching Methods; Academic Achievement; Mathematics Skills; Student Needs; Mathematical Concepts; Generalization; Intervention; Developmental Delays; Cognitive Ability; Young Children; Motor Development; Preschool Education; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Entwicklungsverzögerung; Denkfähigkeit; Frühe Kindheit; Motorische Entwicklung
Abstract	Early math instruction is the subject of increasing attention by early childhood researchers. There is evidence to suggest that early math skills are highly predictive of later academic achievement but that there are disparities in early math skills among young children. The purpose of this study was to examine the effectiveness of a systematic instructional procedure on early math skills with two preschoolers who were at risk for math delays. Target math skills were selected based on the individual needs of each child and included sorting, patterning, and shape manipulation. The instructional procedure was effective for helping two children acquire early math skills, with a functional relation demonstrated for each participant. There were mixed results for generalization and maintenance. Contributions to the literature, limitations, and implications for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01