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Author(s): Hasselhorn, Marcus; Linke-Hasselhorn, Kathrin
Title: Fostering early numerical skills at school start in children at risk for mathematical achievement problems. A small sample size training study
In: International Education Studies, 6 (2013) 3, S. 213-220
DOI: 10.5539/ies.v6n3p213
URL: http:\\dx.doi.org/10.5539/ies.v6n3p213
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Empirische Untersuchung; Frühförderung; Frühkindliche Bildung; Hessen; Intervention; Kognition; Rechenschwierigkeit; Rechnen; Risikokind; Training; Vorschulkind; Zahl
Abstract: Eight six-year old German children with development disabilities regarding such number competencies as have
been demonstrated to be among the most relevant precursor skills for the acquisition of elementary mathematics
received intensive training with the program "Mengen, zählen, Zahlen" ["quantities, counting, numbers"] (MZZ,
Krajewski, Nieding, & Schneider, 2007). In 24 30-minute training sessions administered across an interval of
eight weeks, four children received the full program. Using a pretest-posttest control group design, the
effectiveness of the training was demonstrated with a large effect size (d = 4.6). In addition, a shortened training
of the waiting control group (n = 4) after finishing the principal evaluation replicated the appropriateness of the
MZZ program (d = 2.5) as a means of remediating early number competence deficiencies at the onset of formal
schooling.
DIPF-Departments: Bildung und Entwicklung