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ERIC Number: EJ1107588
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0885-6257
Thinking Skills Intervention for Low-Achieving First Graders
Hotulainen, Risto; Mononen, Riikka; Aunio, Pirjo
European Journal of Special Needs Education, v31 n3 p360-375 2016
This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasi-experimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (<-1 SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (=-1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A