Literaturnachweis - Detailanzeige
| Autor/inn/en | Muñez, David; Lee, Kerry; Bull, Rebecca; Khng, Kiat Hui; Cheam, Fiona; Rahim, Ridzuam Abd |
|---|---|
| Titel | Working Memory and Numeracy Training for Children with Math Learning Difficulties: Evidence from a Large-Scale Implementation in the Classroom |
| Quelle | In: Journal of Educational Psychology, 114 (2022) 8, S.1866-1880 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Muñez, David) ORCID (Lee, Kerry) ORCID (Bull, Rebecca) ORCID (Khng, Kiat Hui) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000732 |
| Schlagwörter | Short Term Memory; Numeracy; Mathematics Education; Intervention; Curriculum Implementation; Instructional Effectiveness; Mathematics Achievement; Learning Disabilities; Game Based Learning; Elementary School Students; Foreign Countries; Singapore |
| Abstract | We explored the challenges, limitations, and potential effectiveness of a large-scale computerized working memory and numeracy intervention in the classroom with children at risk of mathematical learning disabilities (n = 428, M[subscript age] = 83.85 months, 41% female). Children were assigned to four different treatment protocols (working memory [WM], working memory plus numeracy [NWM], numeracy [NUM], and active control [AC]) that were implemented as part of normally scheduled class activities for 1 year. Wide variability in training exposure highlighted the challenges of implementing an ecologically valid large-scale classroom intervention. The NUM and NWM intervention contributed to improvements in various early numeracy skills as well as math achievement after accounting for training exposure. Some of these effects emerged once the intervention concluded. However, the intervention failed to improve WM, which was likely due to insufficient training dosage in the practical setting. Findings suggest that combining both working memory and numerical skills training is worth further investigation. The study also provides evidence of challenges related to the implementation of training programs in real-life learning environments. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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