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ERIC Number: EJ1155717
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2325-565X
Effects of an Early Numeracy Intervention on Struggling Kindergarteners' Mathematics Performance
Bryant, Brian R.; Bryant, Diane Pedrotty; Roberts, Greg; Fall, Anna-Maria
International Journal for Research in Learning Disabilities, v3 n1 p29-45 2016
The purpose of this study was to investigate the effects of an early numeracy intervention delivered by kindergarten teachers to students identified as having mathematics difficulties. A multigroup growth-modeling-with-random-assignment-to-intervention-condition design was employed. Thirty-two teachers were randomly assigned to the treatment or comparison condition. A total of 71 students participated in the study, 47 in the treatment group and 24 in the comparison group. Results indicated that the treatment condition students outperformed comparison students (g* = 0.99) and demonstrated statistically significantly higher scores on all proximal measures of early numeracy. Also, about 80% to 100% of the variance was accounted for at the student level. Performance on distal measures was less impressive, with no significant differences between groups; the effect size was 0.44. Teachers rated components of the intervention highly, reflecting strong teacher satisfaction.
International Academy for Research in Learning Disabilities. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Essential Knowledge and Skills
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations