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ERIC Number: EJ1115262
Record Type: Journal
Publication Date: 2016
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1934-5747
Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children
Barnes, Marcia A.; Klein, Alice; Swank, Paul; Starkey, Prentice; McCandliss, Bruce; Flynn, Kylie; Zucker, Tricia; Huang, Chun-Wei; Fall, Anna-Mária; Roberts, Greg
Journal of Research on Educational Effectiveness, v9 n4 p577-606 2016
Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, children who met screening criteria were assigned to a Math + Attention condition in which the Pre-Kindergarten Mathematics Tutorial (PKMT) intervention was implemented (4 days/week for 24 weeks) in addition to 16 adaptive attention training sessions, a Math-Only condition using the PKMT intervention, or a business-as-usual condition. Five hundred eighteen children were assessed at pretest and posttest. There was a significant effect of the PKMT intervention on a broad measure of informal mathematical knowledge and a small but significant effect on a measure of numerical knowledge. Attention training was associated with small effects on attention, but did not provide additional benefit for mathematics. A main effect of state on math outcomes was associated with a stronger, numeracy-focused Tier 1 mathematics curriculum in one state. Findings are discussed with respect to increasing intensity of math-specific and domain-general interventions for young children at risk for mathematical learning difficulties.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Location: California; California (San Jose); Texas (Houston)
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test
IES Funded: Yes
Grant or Contract Numbers: R342A110270
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations