The Efficacy of Teaching Advanced Forms of Patterning to Kindergartners

Autor/inn/en	McKnight, Patrick E.; Kidd, Julie K.; Gallington, Debbie A.; Strauss, Lauren I.; Lyu, Hao; Gadzichowski, K. Marinka; Pasnak, Robert
Titel	The Efficacy of Teaching Advanced Forms of Patterning to Kindergartners
Quelle	12 (2021), S.557-572 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-4755
Schlagwörter	Mathematics Instruction; Teaching Methods; Pattern Recognition; Literacy Education; Social Studies; Kindergarten; Comparative Analysis; Alphabets; Phoneme Grapheme Correspondence; History Instruction; Tests; Instructional Effectiveness; Children; Intelligence Tests; Achievement Tests; Reading Tests; Elementary School Students; Emergent Literacy; Reading Fluency; Instructional Materials; Mathematical Concepts; Kaufman Assessment Battery for Children; Wechsler Individual Achievement Test; Test of Word Reading Efficiency; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mustererkennung; Gemeinschaftskunde; Buchstabenschrift; History lessons; Geschichtsunterricht; Examination; Prüfung; Examen; Unterrichtserfolg; Child; Kind; Kinder; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Frühleseunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; WIAT; Eignungsprüfung; Eignungstest
Abstract	This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a mixture of repeating and growing patterns. Another quarter of the trios were taught number recognition, number order, counting, comparing quantities and related early mathematics. Another quarter were taught letter recognition and sounds, simple words, and other subject matter in early literacy. The remaining quarter of the trios were taught social studies, including recognition of important figures in history and important city and federal services. The children taught patterning outscored the others on a test of patterning, but there were no other significant differences. Implications for patterning instruction as a support for early mathematics or literacy were discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01