Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial. (April 2023)

• Record Type: Journal Article
• Authors: Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo; Scherer, Ronny; Melby-Lervåg, Monica
• Is Part Of: Remedial and special education. Volume 44:Number 2(2023)
• Page Start: 126
• Page End: 136
• Publication Date: 2023-04
• Subjects: early numeracy -- numeracy intervention -- randomized controlled trial -- structural equation modeling; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/07419325221102537
• Languages: English
• ISSNs: 0741-9325

Abstract

Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children ( Mage = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy ( d = 0.19), word problem solving ( d = 0.41), and approximate number sense ( d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last.