Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children. Issue 4 (1st October 2016)

• Record Type: Journal Article
• Authors: Barnes, Marcia A.; Klein, Alice; Swank, Paul; Starkey, Prentice; McCandliss, Bruce; Flynn, Kylie; Zucker, Tricia; Huang, Chun-Wei; Fall, Anna-Mária; Roberts, Greg
• Is Part Of: Journal of research on educational effectiveness. Volume 9:Issue 4(2016)
• Page Start: 577
• Page End: 606
• Publication Date: 2016-10-01
• Subjects: randomized controlled trial -- pre-kindergarten -- mathematics -- attention -- math difficulties; Education -- Research -- Periodicals; Education -- Evaluation -- Periodicals; Education -- Methodology -- Periodicals; 371.422
• DOI: 10.1080/19345747.2016.1191575
• Languages: English
• ISSNs: 1934-5747

Abstract

ABSTRACT: Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, children who met screening criteria were assigned to a Math + Attention condition in which the Pre-Kindergarten Mathematics Tutorial (PKMT) intervention was implemented (4 days/week for 24 weeks) in addition to 16 adaptive attention training sessions, a Math-Only condition using the PKMT intervention, or a business-as-usual condition. Five hundred eighteen children were assessed at pretest and posttest. There was a significant effect of the PKMT intervention on a broad measure of informal mathematical knowledge and a small but significant effect on a measure of numerical knowledge. Attention training was associated with small effects on attention, but did not provide additional benefit for mathematics. A main effect of state on math outcomes was associated with a stronger, numeracy-focused Tier 1 mathematics curriculum in one state. Findings are discussed with respect to increasing intensity of math-specific and domain-general interventions for young children at risk for mathematical learning difficulties.