Improving Essential Numeracy Skills in Primary Schoolchildren Using a Brief Fluency-building Intervention
Improving Essential Numeracy Skills in Primary Schoolchildren Using a Brief Fluency-building Intervention
复制标题
使用简短的流利性干预措施提高小学生的基本计算技能
DOI：
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
J. Carl
中科院分区：
文献类型：
--
作者：
Beverley;J. Carl
如果孩子们想在学业上取得成功，计算能力是必不可少的。我们调查了针对一些基本计算技能（写数字和简单的加法问题）的简短流利性训练的效果。我们进一步想确定这种干预是否会影响他们解决相关但未练习过的减法问题的能力。来自两所主流小学的9-10岁儿童被随机分配到流利培养干预组（FBI, n = 19）和对照组（C, n = 10）。干预组每天进行流利度培养练习，包括书写和背诵基本的算术事实。对照组的孩子接受标准的指导。这项研究持续了5周；干预后，FBI组的儿童在四个计算要素中的三个方面表现明显更好（p < 0.05），具有较大的效应量（d = 1.25-1.67）。在将简单的基本技能流利训练纳入主流课程的背景下讨论了结果，以及如何在工作人员时间或资源方面不需要付出代价。
Numeracy skills are essential if children are to succeed academically. We investigated the efficacy of short fluency-building exercises to target a number of essential numeracy skills (writing digits and simple addition problems). We further wanted to ascertain whether such an intervention would impact their ability to solve related but unpractised subtraction problems. Children from two mainstream primary schools (aged 9-10) were allocated randomly to either a fluency-building intervention group (FBI; n = 19) or a control group (C; n = 10). The intervention group engaged in daily fluency-building practice that consisted of writing and reciting essential numeracy facts. The control group children received their standard instruction. The study took place over 5 weeks; following the intervention, the children in the FBI group performed significantly better ( p < .05) on three of the four numeracy elements with large effect sizes ( d = 1.25-1.67). Results are discussed in the context of incorporating simple essential skills fluency-building exercises into mainstream classes, and how the implementation need not be costly in terms of staff time or resources.
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影响因子：
5.9
作者：
JACOBSON, NS;TRUAX, P
通讯作者：
TRUAX, P
影响因子：
4.9
作者：
Cowan, Richard;Donlan, Chris;Hurry, Jane
通讯作者：
Hurry, Jane
DOI：
10.1037/a0016158
发表时间：
2009
期刊：
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association
影响因子：
--
作者：
Reynolds,CecilR;Shaywitz,SallyE
通讯作者：
Shaywitz,SallyE
对有阅读困难的高年级学生干预的回应。
影响因子：
3.6
作者：
Vaughn,Sharon;Fletcher,JackM;Francis,DavidJ;Denton,CarolynA;Wanzek,Jeanne;Wexler,Jade;Cirino,PaulT;Barth,AmyE;Romain,MelissaA
通讯作者：
Romain,MelissaA