Response to computer-assisted intervention in children most at risk for mathematics difficulties
Julkaistu sarjassa
Jyväskylä studies in education, psychology and social researchTekijät
Päivämäärä
2015Oppiaine
ErityispedagogiikkaEvidence 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, only a few theory-based
assessment and progress monitoring tools, and intervention methods are avail
able for this purpose in Finnish pre-primary education. This thesis aimed to
examine to what extent a theory-based computer-assisted intervention method
(GraphoGame Math, GGM) can support early number skills development in
children (67-year-olds) most at risk for mathematics difficulties (MD; defined
as performance below the 10th percentile). The specific aims were threefold: to
examine, first, the immediate and delayed condition-specific effects of an intensified GGM intervention; second, the potential effects of sample characteristics
on gain scores; and third, the effects of two theory-based intervention sequences
on basic addition skills. The thesis is based on three intervention data sets collected during the years 2007–2011. The first data set comprised 17 (out of a total
of 236 children), and the second data set 21 intervention participants (of approximately 350 children) identified as having poor early number skills. The third
data set comprised 33 intervention participants identified as having a need for
extra support for their early number skills (Examination 1), and 14 participants
identified as having poor early number skills (Examination 2) (out of a total of
278 children). The results revealed: 1) positive, condition-specific, immediate
and delayed intervention effects after intensified GGM practice on dot counting,
verbal counting, composing, and basic addition skills; 2) individual differences
in response to intervention among the children most at risk for MD, while the
benefits for low-achieving children were more general and transferable; and 3)
specific effects of number concept training on basic addition skills. The findings
suggest that, theory-based computerized methods with game-log data analyses
can be successfully used in systematic progress monitoring, remediation of initial gaps, and ongoing identification of difficulties. The data sets were collected
as part of the LukiMat-project coordinated by the Niilo Mäki Institute and
funded by the Finnish Ministry of Education and Culture since 2007.
...
![showless](/themes/JYX2//images/showless.png)
![showmore](/themes/JYX2//images/showmore.png)
Julkaisija
University of JyväskyläISBN
978-951-39-6432-0ISSN Hae Julkaisufoorumista
0075-4625Julkaisuun sisältyy osajulkaisuja
- Artikkeli I: 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. DOI: 10.1080/10986065.2015.1083837
- Artikkeli II: Salminen, J., Koponen, T., Leskinen, M., Poikkeus, A-M., & Aro, M. (2015). Individual variance in responsiveness to early computerized mathematics intervention. Learning and Individual Differences, 43, 124–131. DOI: 10.1016/j.lindif.2015.09.002
- Artikkeli III: Salminen, J., Koponen, T., Sorvo, R., Peura, P., & Aro, M. Response to computerized early number intervention: The role of risk-level. Manuscript submitted for publication.
Asiasanat
Ekapeli-Matikka early number skills development mathematics difficulties (MD) children most at risk for MD computer-assisted intervention (CAI) Grapho-Game Math (GGM) responsiveness to intervention oppimisvaikeudet matemaattiset taidot laskemisen erityisvaikeus oppimispelit tietokoneavusteinen opetus opetusteknologia lapset esikouluikäiset riskiryhmät vaikuttavuus
Metadata
Näytä kaikki kuvailutiedotKokoelmat
- Väitöskirjat [3515]
Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
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) -
A computer‐based Pinyin intervention for disadvantaged children in China : Effects on Pinyin skills, phonological awareness, and character reading
Li, Yixun; Chen, Xi; Li, Hong; Sheng, Xiaotian; Chen, Liu; Richardson, Ulla; Lyytinen, Heikki (John Wiley & Sons, 2020)Pinyin is an alphabetic script that denotes pronunciations of Chinese characters. Studies have shown that Pinyin instruction enhances both phonological awareness (e.g., Shu et al., Developmental Science, 2008, 11, 171–181) ... -
Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities
Hellstrand, H.; Holopainen, S.; Korhonen, J.; Räsänen, P.; Hakkarainen, A.; Laakso, J-M.; Laine, A.; Aunio, P. (Elsevier, 2024)Background Students with mathematical learning disabilities (MLD) struggle with number processing skills (e.g., enumeration and number comparison) and arithmetic fluency. Traditionally, MLD is identified based on arithmetic ... -
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
Fuchs, Lynn S.; Fuchs, Douglas; Cho, Eunsoo; Barnes, Marcia, A.; Koponen, Tuire; Espinas, Daniel, R. (SAGE Publications, 2024)The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.