The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

Clarke, Ben; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Doabler, Christian T.; Chard, David J.

doi:10.1086/659033

Cited by 66 publications

(62 citation statements)

References 49 publications

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“…Children begin to learn these skills at the end of preschool and the start of kindergarten (NMAP, 2008). Early formal numeracy knowledge is predictive of later mathematical skills (Jordan, Kaplan, Ramineni, & Locuniak, 2009;Jordan & Levine, 2009;Mazzocco & Thompson, 2005) and has been shown to be malleable through intervention (Baroody, Eiland, Purpura, & Reid, 2012;Clarke et al, 2011;Fuchs et al, 2009).…”

Section: Formal Numeracy Knowledgementioning

confidence: 99%

Early Numeracy and Literacy: Untangling the Relation Between Specific Components

Purpura

Napoli

2015

Mathematical Thinking and Learning

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Although it is evident that advanced aspects of numeracy are dependent on the successful acquisition of early skills, this developmental process does not occur in isolation from other academic factors. Early literacy skills are intertwined with the acquisition of early numeracy skills, particularly at the informal numeracy and numeral knowledge phases. However, the localization of these domains' impact in early numeracy development is unclear. To address this issue, 180 preschool children 3.13 to 5.88 years (51.1% female, 66.7% Caucasian, 14.4% African-American, 4.4% Hispanic, 14.4% other race/ethnicity) were assessed on measures of print knowledge, vocabulary, informal numeracy, and numeral knowledge. Results indicated that the relation between language and numeral knowledge is fully mediated by informal numeracy skills and the relation between informal numeracy skills and numeral knowledge skills is partially mediated by print knowledge. Explanations of the findings, implications for mathematics education, and future directions are discussed.

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Section: Formal Numeracy Knowledgementioning

confidence: 99%

Early Numeracy and Literacy: Untangling the Relation Between Specific Components

Purpura

Napoli

2015

Mathematical Thinking and Learning

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“…Teachers in comparison classrooms used a variety of instructional materials, including teacher-developed activities and a number of commercially available curriculums. Surveys administered in the larger efficacy trial (Clarke et al, 2011) indicated that Note. The 129 participating classrooms were taught by 130 teachers.…”

Section: Comparison Classroomsmentioning

confidence: 99%

Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

Doabler

Nelson

Kosty

et al. 2013

Assessment for Effective Intervention

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The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students' mathematics achievement. The purpose of this study was to examine the effect of the kindergarten Early Learning in Mathematics (ELM) curriculum on teachers' use of explicit mathematics instruction in core educational settings. Observation data for the study were collected during a randomized controlled trial designed to investigate the efficacy of the ELM curriculum. A multifaceted observation system was used to examine teachers' provision of high-quality and intensive instructional interactions during core mathematics instruction. A total of 379 observations were conducted in 129 classrooms (68 treatment and 61 comparison), involving approximately 2,700 students from 46 schools in Oregon and Texas. Results indicate that ELM classroom teachers delivered significantly higher rates of practice opportunities for individuals and groups of students compared with comparison classroom teachers who implemented standard district mathematics instruction. Implications for instruction are discussed.

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“…To meet federal mandates, teacher educators can focus preparation on locating research-validated interventions, selecting interventions appropriate for students with disabilities, and implementing these interventions with high levels of fidelity. Researchvalidated interventions, such as those recognized by the National Center for Intensive Intervention (www.intensiveintervention.org), demonstrate improved mathematics outcomes for students with disabilities (Clarke et al, 2011).…”

Section: Evidence-based Practicesmentioning

confidence: 99%

Connecting Evidence-Based Practice With Implementation Opportunities in Special Education Mathematics Preparation

Powell

2015

Intervention in School and Clinic

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Over the past two decades, changes in legislation and mathematics standards, along with the increased placement of students with disabilities in general education settings, have resulted in higher expectations for what students with disabilities will be able to know and do related to mathematics. To adequately prepare for the demands of teaching mathematics to students with disabilities, it is incumbent upon special education programs to identify ways to increase the mathematical knowledge and skills of preservice special educators. Effective preparation in mathematics related to special education requires (a) awareness of legislative requirements and guiding standards, (b) understanding the etiology of mathematics difficulty, (c) familiarity with mathematics content, (d) understanding pedagogy related to special education and mathematics education, (e) knowledge of assessment to gauge student progress, (f) familiarity with evidence-based practices, and (g) authentic experiences in the field.

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The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

Cited by 66 publications

References 49 publications

Early Numeracy and Literacy: Untangling the Relation Between Specific Components

Early Numeracy and Literacy: Untangling the Relation Between Specific Components

Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

Connecting Evidence-Based Practice With Implementation Opportunities in Special Education Mathematics Preparation

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