
06527322
j
2016a.00468
Salminen, Jonna B.
Koponen, Tuire K.
Leskinen, Markku
Poikkeus, AnnaMaija
Aro, Mikko T.
Individual variance in responsiveness to early computerized mathematics intervention.
Learn. Individ. Differ. 43, 124131 (2015).
2015
Elsevier, Amsterdam
EN
F21
F31
U71
D41
computerassisted intervention
kindergarten
early number skills
gamelog data
response to intervention
doi:10.1016/j.lindif.2015.09.002
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 onetoone correspondence, comparing and ordering, and proceeding via number concept and counting to basic addition. The results showed positive withingroup effects for basic addition (Wilcoxon $\mathrm{ES}$ ($r=.59$), verbal counting ($.56$), and the Number Sets Test ($.45$). The effects remained stable over a 9week followup period. However, there was no significant betweengroup difference in terms of gain scores as compared to a waitlist control group. Based on gamelog 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.