id: 06572098
dt: j
an: 2016c.00277
au: Salminen, Jonna; Koponen, Tuire; Räsänen, Pekka; Aro, Mikko
ti: Preventive support for kindergarteners most at-risk for mathematics
difficulties: computer-assisted intervention.
so: Math. Think. Learn. 17, No. 4, 273-295 (2015).
py: 2015
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: C91 F21 F31 D71 U71
ut: kindergarten children; learning support; early number skills; mathematics
difficulties; computer-assisted intervention
ci:
li: doi:10.1080/10986065.2015.1083837
ab: Summary: 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 $\mathrm{ES}(r)=0.46$, 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.
rv: