715
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

The Effects of a Supplemental Explicit Counting Intervention for Preschool Children

, , &

References

  • Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
  • Berch, D. B. (Ed.). (1998, April). Mathematical cognition: From numerical thinking to mathematics education. Conference presented by the National Institute of Child Health and Human Development, Bethesda, MD.
  • Engelmann, S., & Carnine, D. W. (1982). Theory of instruction: Principles and applications. New York, NY: Irvington.
  • Gersten, R., Beckmann, S., Clarke, B., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. U.S Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_math_pg_042109.pdf
  • Miller, S. P. (2009). Validated practices for teaching students with diverse needs and abilities (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Mononen, R., Aunio, P., & Koponen, T. (2014). A pilot study of the effects of RighStart instruction on early numeracy skills of children with specific language impairment. Research in Developmental Disabilities, 35, 999–1014. Retrieved from http://dx.doi.org/10.1016/j.ridd.2014.02.004
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Parker, R. L., Vannest, K. J., Davis, J. L. (2011). Effect size in single-case research: A review of nine overlap techniques. Behavior Modification, 35, 303–322. Retrieved from http://dx.doi.org/10.1177/0145445511399147
  • Peterson, S. K., Mercer, C. D., & O'Shea, L. (1988). Teaching learning disabled children place value using the concrete to abstract sequence. Learning Disabilities Research, 4, 52–56.
  • Poling, A., Methot, L. L., & LeSage, M. G. (1995). Fundamentals of behavior analytic research. New York, NY: Plenum.
  • Ramani, G. B., & Siegler, R. S. (2011). Reducing the gap in numerical knowledge between low-and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146–159. Retrieved from http://dx.doi.org/10.1016/j.appdev.2011.02.005
  • Stanton-Chapman, T. L., Denning, C. B., & Jamison, K. R. (2012). Communication skill building in young children with and without disabilities in a preschool classroom. The Journal of Special Education, 46, 78–93. Retrieved from http://dx.doi.org/10.1177/0022466910378044
  • Toll, S. W. M., & Van Luit, J. E. H. (2014). Effects of remedial numeracy instruction throughout kindergarten starting at different ages: Evidence from a large-scale longitudinal study. Learning and Instruction, 33, 39–49. Retrieved from http://dx.doi.org/10.1016/j.learninstruc.2014.03.003
  • Van de Rijt, B. A. M., & Van Luit, J. E. H. (1998). Effectiveness of the additional early mathematics program for teaching children early mathematics. Instructional Science, 26, 337–358. Retrieved from http://dx.doi.org/10.1023/A:1003180411209
  • Van Luit, J. E. H., & Schopman, E. A. M. (1998). Als special kleuter tel je ook mee! Voobereidende rekenactiviteiten voor kleuters met een ontwlkkelingsachterstand [Young children with special needs count too! Early mathematics activities for young children with special educational needs]. Doetinchem, The Netherlands: Graviant.
  • Van Luit, J. E. H., & Schopman, E. A. M. (2000). Improving early numeracy of young children with special educational needs. Remedial and Special Education, 21, 27–40. Retrieved from http://dx.doi.org/10.1177/074193250002100105
  • Vaughn, S., & Fuchs, L. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research and Practice, 18, 137–146. Retrieved from http://dx.doi.org/10.1111/1540-5826.00070

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.