Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties

Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

“…Dias (2016) reported a substantially large effect size on differences in mathematics outcome scores for participants in the treatment groups compared to the active control groups: η p 2 = 0.622. Based on the need for early numeracy instruction to prevent MD (Geary, 2015;Morgan et al, 2016;Nguyen et al, 2016;Penner et al, 2019), the effectiveness of Native Numbers (Native Brain, 2014) reported by Dias (2016), the call for replication studies (e.g., the Standards of Evidence for Efficacy, Effectiveness and Scale-up Research in Prevention Science: Next Generation, Gottfredson et al, 2015), and the lack of studies incorporating ITSs for early numeracy instruction (authors, in preparation), replication of the Dias ( 2016) study was warranted. The structure of the remainder of the paper includes the purpose of the current conceptual replication study, descriptions and comparisons of the methods and outcomes of the original study and the current study, and discussion of how the results of both studies provide an opportunity to design future research to examine aspects of numerical cognition that are either emerging lines of research or are missing in the literature (e.g., ordinality, mathematical language, multiple representations, number rods).…”

“…. Given the long-term negative impact of low numeracy prior to entering the primary grades (Geary, 2015), prevention research in preschool and kindergarten is both logical and recommended to prevent the risk of MD and to help build the emerging body of research identifying characteristics of MD and MLD (Morgan et al, 2016;Nelson & Powell, 2018;Nguyen et al, 2016;Penner et al, 2019).…”

Effectiveness of a Numeracy Intelligent Tutoring System in Kindergarten: A Conceptual Replication

“…Based on the need for early numeracy instruction to prevent MD (Geary, 2015;Morgan et al, 2016;Nguyen et al, 2016;Penner et al, 2019), the effectiveness of Native Numbers (Native Brain, 2014) reported by Dias (2016), the call for replication studies (e.g., the Standards of Evidence for Efficacy, Effectiveness and Scale-up Research in Prevention Science: Next Generation, Gottfredson et al, 2015), and the lack of studies incorporating ITSs for early numeracy instruction (authors, in preparation), replication of the Dias ( 2016) study was warranted. The structure of the remainder of the paper includes the purpose of the current conceptual replication study, descriptions and comparisons of the methods and outcomes of the original study and the current study, and discussion of how the results of both studies provide an opportunity to design future research to examine aspects of numerical cognition that are either emerging lines of research or are missing in the literature (e.g., ordinality, mathematical language, multiple representations, number rods).…”

“…Difficulties associated with identifying MLD, however, are complicated by the current limited understanding of the neural and behavioral mechanisms of numerical cognition, the wide variety of assessments used, and differences in cut scores used across schools and researchers (Alcock et al, 2016;Lewis & Fisher, 2016;Jordan et al, 2019;Watson & Gable, 2013). Given the long term negative impact of low numeracy prior to entering the primary grades (Geary, 2015), prevention research in preschool and kindergarten is both logical and recommended to prevent the risk of MD and to help build the emerging body of research identifying characteristics of MD and MLD (Morgan et al, 2016;Nelson & Powell, 2017;Nguyen et al, 2016;Penner et al, 2019).…”