title: A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children.
abstract: The efficacy of a research-based number-sense intervention for low-achieving kinder-gartners was examined. Children (N= 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual control group. The interventions were delivered in a small-group setting over 24 half-hour lessons. Both intervention groups performed better than controls on measures of number sense, arithmetic fluency, and general mathematics calculation achievement at immediate posttest. However, the number-fact practice condition gave children an additional advantage over the number-list practice condition on the outcomes at delayed posttest 8 weeks later. The number-fact practice condition was especially effective for producing gains in English learners.
authors.affiliation: University of Delaware.
authors.forename: Nancy
authors.initials: N
authors.lastname: Dyson
authors.affiliation: University of Delaware.
authors.forename: Nancy C
authors.initials: NC
authors.lastname: Jordan
authors.affiliation: University of Delaware.
authors.forename: Amber
authors.initials: A
authors.lastname: Beliakoff
authors.affiliation: Temple University.
authors.forename: Brenna
authors.initials: B
authors.lastname: Hassinger-Das
keywords: Arithmetic practice; English learners; Fluency; High-risk students; Intervention; Low-achieving students; Number list; Number sense