Improving the Mathematical Knowledge of At-Risk Preschool Children: Two Approaches to Intensifying Early Math Intervention

Klein, Alice; Starkey, Prentice; DeFlorio, Lydia

doi:10.1016/b978-0-12-815952-1.00009-8

Cited by 7 publications

(7 citation statements)

References 35 publications

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“…Blanch (2002); Cheung and McBride (2017); Cheung and McBride‐Chang (2015); de Chambrier et al (2021); de Vries et al (2021); Dulay et al (2019); Gervasoni and Perry (2017); Gibson et al (2020); Gilmore et al (2021); Hanner et al (2019); Hess (2017); Johnson, (1981); Klein et al (study 1), (2019); Klein et al (2019); Lange et al (2021); Leyva et al (2018); Leyva et al (2021); Libertus et al (2020); Marti et al (2018); Napoli and Purpura (2021); Niklas et al (2016); Pasnik et al (2015); Polinsky et al (2017); Purpura et al (2021); Ramani and Scalise (2020); Sonnenschein et al (study 1), (2016); Sonnenschein et al (study 2), (2016); Sophian, 2004; Starkey and Klein (study 1), (2000); Starkey and Klein (study 2), (2000); Vandermaas‐Peeler, Bloomgarden, et al (2012); Vandermaas‐Peeler, Ferretti (2012); Vandermaas‐Peeler et al (2018); Zippert et al (2019);…”

Section: Resultsmentioning

confidence: 99%

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

Carter,

Nelson,

Boedeker

et al. 2024

Psychology in the Schools

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Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi‐experimental studies published from 1981 to 2021 that investigated the effectiveness of math interventions in informal learning environments with a caregiver interventionist. Findings revealed that 100% of studies included literacy in some way. We also investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. The most common literacy activity was speaking and listening, and the most frequently included literacy data source was standardized literacy achievement measures. Finally, researchers in the included studies did not detail literacy throughout their research reports. While early math interventions often integrate literacy, the research base including math interventions would benefit from more explicit rationales for their use of literacy, and caregivers should be provided information to help understand how literacy should be a part of the way they work with their child on math at home.

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Section: Resultsmentioning

confidence: 99%

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

Carter,

Nelson,

Boedeker

et al. 2024

Psychology in the Schools

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“…However, results often are idiosyncratic. For example, when typically developing children from low-income backgrounds received 2 years of instruction using a universal, Tier 1 mathematics curriculum, they performed statistically significantly better than a control group on math outcomes (Klein et al, 2019). However, 26% of children in the treatment group remained below the 10th percentile after 2 years of instruction.…”

mentioning

confidence: 99%

“…However, 26% of children in the treatment group remained below the 10th percentile after 2 years of instruction. Klein and colleagues (2019) provided a Tier 1 curriculum and Tier 2 intervention to preschool children from low-income backgrounds. Children with autism spectrum disorder, severe cognitive delays, or challenging behavior were excluded.…”

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confidence: 99%

Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities

Hardy

Hemmeter

2021

Topics in Early Childhood Special Education

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Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.

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“…Prior to formal school, children innately begin to develop mathematical skills. Research suggests that mathematical thinking, such as comparing quantities and recognizing patterns, begins at infancy as a natural part of cognitive development and develops rapidly in the child's first five years (Klein et al, 2019). Further, children inherently think about their world numerically in the same way they naturally begin to use language (Klein et al, 2019).…”

Section: Early Numeracy Development: Why Does Math In Preschool Matter?mentioning

confidence: 99%

“…Research suggests that mathematical thinking, such as comparing quantities and recognizing patterns, begins at infancy as a natural part of cognitive development and develops rapidly in the child's first five years (Klein et al, 2019). Further, children inherently think about their world numerically in the same way they naturally begin to use language (Klein et al, 2019). A meta-analysis of six longitudinal studies of nearly 36,000 preschoolers found that early math skills have the greatest predictive power for later school achievement, even more than reading and attention skills (Duncan et al, 2007).…”

Section: Early Numeracy Development: Why Does Math In Preschool Matter?mentioning

confidence: 99%

Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

Wiley

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Math development begins in early child development years and has been strongly implicated as the most predictive factor for later academic outcomes (Duncan, 2007). However, certain demographic subgroups have demonstrated lower math achievement due to a variety of factors, which places them at early risk for poor academic outcomes. These groups include low-income communities, children with learning differences, English language learners (ELL), and girls. The purpose of the current study is to explore ( 1) how the demographic subgroups of interest are associated with indicators of children's numeracy skills, and (2) how children from these different demographic groups interact with the WPMG curriculum in classrooms. Study 1 analyzed data from the 2021-22 implementation of the WPMG to see if demographic variables moderate the effects of the intervention. While there were overall increases in scores, each subgroup showed a significant vulnerability on at least one measure at baseline and persistent disparities in scores by demographic subgroups across different assessments. To further understand the nature and nuance of these vulnerabilities, Study 2 used teacher focus groups and classroom observation to examine how these different populations of children and their teachers made use of the play-based numeracy intervention. Findings revealed both challenges and triumphs in teachers' ability to implement and modify math instruction to serve diverse classrooms. The cumulative findings aim to contribute an understanding of and strategies to address the math disparities among vulnerable demographic subgroups to help mitigate future risks.

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Improving the Mathematical Knowledge of At-Risk Preschool Children: Two Approaches to Intensifying Early Math Intervention

Cited by 7 publications

References 35 publications

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities

Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

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