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ERIC Number: EJ1006111
Record Type: Journal
Publication Date: 2013-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0891-4222
Accelerating the Early Numeracy Development of Kindergartners with Limited Working Memory Skills through Remedial Education
Toll, Sylke W. M.; Van Luit, Johannes E. H.
Research in Developmental Disabilities: A Multidisciplinary Journal, v34 n2 p745-755 Feb 2013
Background: Young children with limited working memory skills are a special interest group among all children that score below average on early numeracy tests. This study examines the effect of accelerating the early numeracy development of these children through remedial education, by comparing them with children with typically working memory skills and early numeracy abilities below average. Method: Selected from a sample of 933 children, children with early numeracy ability below average are assigned into four groups: two intervention groups with limited working memory skills (IL-group) or typical working memory skills (IT-group), and two control groups with limited working memory skills (CL-group) or typical working memory skills (CT-group). All four groups were followed for a period of 1.5 years. Four measurements were carried out. Conclusion: The remedial program proved to be similarly effective for the IL-group and the IT-group. The findings are discussed in the light of several limitations and implications. (Contains 1 figure and 5 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A