id: 06527322
dt: j
an: 2016a.00468
au: Salminen, Jonna B.; Koponen, Tuire K.; Leskinen, Markku; Poikkeus,
Anna-Maija; Aro, Mikko T.
ti: Individual variance in responsiveness to early computerized mathematics
intervention.
so: Learn. Individ. Differ. 43, 124-131 (2015).
py: 2015
pu: Elsevier, Amsterdam
la: EN
cc: F21 F31 U71 D41
ut: computer-assisted intervention; kindergarten; early number skills; game-log
data; response to intervention
ci:
li: doi:10.1016/j.lindif.2015.09.002
ab: Summary: We examined the effects of short, intensive computerized
intervention in early number skills for kindergarteners with poor
addition skills (below $1.5\,\mathrm{SD}$). The mathematical content of
the software was hierarchically organized, starting from one-to-one
correspondence, comparing and ordering, and proceeding via number
concept and counting to basic addition. The results showed positive
within-group effects for basic addition (Wilcoxon $\mathrm{ES}$
($r=.59$), verbal counting ($.56$), and the Number Sets Test ($.45$).
The effects remained stable over a 9-week follow-up period. However,
there was no significant between-group difference in terms of gain
scores as compared to a wait-list control group. Based on game-log
data, individual variance in responsiveness to the intervention was
analyzed. Even though the findings suggest that adaptive,
hierarchically organized content could provide effective support for
some children with poor early number skills, more specific instruction
and feedback system are needed in individualizing interventions.
rv: