The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills

Nicole M. McKevett, Robin S. Codding, Kristin R. Running

Research output: Contribution to journalArticlepeer-review

Abstract

Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades. The purpose of this study was to examine the effects of a concrete-representational-abstract (CRA) instructional package on the foundational early numeracy skills of three preschool students. A multiple baseline across participants design was employed. Treatment sessions were 15 to 20 minutes long and held twice a week. The primary outcome variable was a measure of match quantity, and the generalization outcome variable was a measure of number sequencing. Results indicate that CRA was effective for increasing the match quantity fluency skills of two of three participants; however, the effects did not generalize to number sequencing.

Original languageEnglish (US)
Pages (from-to)18-29
Number of pages12
JournalRemedial and Special Education
Volume45
Issue number1
DOIs
StatePublished - Feb 2024

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2023.

Keywords

  • instruction
  • learning strategies & direct instruction
  • mathematics
  • preferral intervention/RTI

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