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ERIC Number: ED560447
Record Type: Non-Journal
Publication Date: 2013
Pages: 156
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-9806-3
The Storybook Number Competencies Intervention: Learning Quantitative Vocabulary and Number Sense through Story Reading
Hassinger-Das, Brenna
ProQuest LLC, Ph.D. Dissertation, University of Delaware
Without providing effective, evidenced-based instruction during the early elementary years, children who come to school with low initial levels of mathematics and reading skills often continue to fall further behind their peers (Anderson & Nagy, 1992; Hart & Risley, 1995). However, educational interventions show promise for helping children develop language and mathematics skills in first grade and beyond (Cross, Woods, & Schweingruber, 2009; Marulis & Neuman, 2010). The present study hypothesized that a storybook reading intervention targeting specific quantitative vocabulary, such as "equal," "before," and "after," would increase the children's quantitative vocabulary and understanding of numerical relationships. Participants with low numeracy (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to a quantitative vocabulary Storybook Number Competencies (SNC) intervention group, a number sense intervention group, and a business-as-usual control group. The interventions were carried out in small groups over 8 weeks (24 sessions). The SNC intervention introduced quantitative vocabulary words from "Common Core State Standards for Mathematics-Kindergarten." The scripted lessons were based on storybooks with rich quantitative vocabulary not designed to teach mathematics. The lessons were modeled after the vocabulary sections of Text Talk, an evidence-based language arts curriculum (Beck & McKeown, 2001b). The current study demonstrated that a quantitative vocabulary intervention helped children with early numeracy difficulties to boost their quantitative vocabulary comprehension beyond their peers not involved in the SNC intervention. A remaining question is whether improved quantitative vocabulary translates to improved mathematics outcomes for children with early numeracy difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A