The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.
The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.
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早期算术干预对学前班和小学早期学生的影响：荟萃分析。
DOI：
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发表时间：
2019
影响因子：
4.9
通讯作者：
Kristen L. McMaster
中科院分区：
文献类型：
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作者：
Gena Nelson;Kristen L. McMaster
这项荟萃分析的目的是检查对年轻学生进行早期算术干预的有效性，包括残疾学生或有数学困难风险的学生（MD）。本研究评估了学前班、幼儿园和一年级对早期算术内容、教学特点和方法组成部分的干预，这些干预措施提高了学生的数学成绩。共有34项研究符合本荟萃分析的入选标准，包括52个治疗组。排除两个离群值后，计算能力干预的平均加权效应量为中等（g = 0.64），95%置信区间不包括零[0.52，0.76]。最终荟萃回归模型的结果预测，干预措施，包括计数与1 -1的对应关系，并在8周或更短的时间内的更大的治疗效果。荟萃回归的结果还表明，平均而言，干预措施更有效的学生与较低的风险为MD根据筛选标准相比，典型的实现学生;干预措施不太有效的学生与较高的风险为MD根据筛选标准和风险根据低社会经济地位相比，典型的实现学生。未来的研究方向和教育工作者实施早期算术干预的影响进行了讨论。（PsycINFO数据库记录（c）2019阿帕，保留所有权利）
The purpose of this meta-analysis was to examine the effectiveness of early numeracy interventions for young students, including students with disabilities or those at risk for math difficulty (MD). This study evaluated preschool, kindergarten, and 1st-grade interventions on early numeracy content, instructional features, and methodological components that improved students’ math achievement. A total of 34 studies met inclusion criteria for this meta-analysis, with 52 treatment groups. The average weighted effect size for numeracy interventions with two outliers removed was moderate (g = 0.64), and the 95% confidence interval did not include zero [0.52, 0.76]. Results of the final metaregression model predicted larger treatment effects for interventions that included counting with 1-to-1 correspondence and were 8 weeks or shorter in duration. The results of the metaregression also showed that, on average, interventions were more effective for students with lower levels of risk for MD according to screening criteria compared to typically achieving students; interventions were less effective for students with higher levels of risk for MD according to screening criteria and risk according to low socioeconomic status compared to typically achieving students. Directions for future research and implications for educators implementing early numeracy interventions are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
幼儿园数感干预与低成绩儿童对比实践条件。
影响因子：
2.8
作者：
Dyson,Nancy;Jordan,NancyC;Beliakoff,Amber;Hassinger-Das,Brenna
通讯作者：
Hassinger-Das,Brenna
影响因子：
4
作者：
Jordan, Nancy C.;Kaplan, David;Ramineni, Chaitanya;Locuniak, Maria N.
通讯作者：
Locuniak, Maria N.
影响因子：
4.6
作者：
Jordan, NC;Kaplan, D;Locuniak, MN
通讯作者：
Locuniak, MN