Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention
Salminen, J., Koponen, T., Räsänen, P., & Aro, M. (2015). Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention. Mathematical Thinking and Learning, 17(4), 273-295. https://doi.org/10.1080/10986065.2015.1083837
Published inMathematical Thinking and Learning
© Taylor & Francis Group, LLC. This is a final draft version of an article whose final and definitive form has been published by Routledge. Published in this repository with the kind permission of the publisher.
Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial, and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = 0.46, and dot counting fluency, r = 0.52, when practiced with GraphoGame Math, as well as for basic arithmetic, r = 0.63, when practiced with Number Race. The findings suggest that a targeted computerized practice can produce specific training effects in kindergarteners most at-risk for mathematics difficulties. The results are discussed with regard to practical implications for educational game development. ...
ISSN Search the Publication Forum1098-6065
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Response to computer-assisted intervention in children most at risk for mathematics difficulties Salminen, Jonna (University of Jyväskylä, 2015)Evidence of an association between poor early number skills and a high risk for later difficulties in mathematics manifests a need for both early identification of risk and effective prevention of difficulties. However, ...
On the rocky road of reading : effects of computer-assisted reading intervention for at-risk children Saine, Nina L. (University of Jyväskylä, 2010)
Teaching and learning to read in Afrikaans : teacher competence and computer-assisted support February, Pamela J. (Jyväskylän yliopisto, 2018)This thesis is in the form of a monograph consisting of three distinct, but related studies. The three studies examined Grade 1 teachers’ knowledge and perceptions of reading instruction in classrooms in Namibia; and ...
GraphoLearn India : The Effectiveness of a Computer-Assisted Reading Intervention in Supporting Struggling Readers of English Patel, Priyanka; Torppa, Minna; Aro, Mikko; Richardson, Ulla; Lyytinen, Heikki (Frontiers Research Foundation, 2018)India, a country with a population of more than 1.3 billion individuals, houses the world’s second largest educational system. Despite this, 100 of millions of individuals in India are still illiterate. As English medium ...
Suitability of the computer-assisted reading intervention Ekapeli Maahanmuutaja for preschool students with autism spectrum disorders : single-subject experimental piloting study Kucharová, Petra (2021)Individuals with autism spectrum disorders (ASD) show different aspects and severities of symptoms and comorbidities related to specific areas of learning. Children with ASD however have the potential to achieve full reading ...