AI Article Synopsis
- The study examined the effects of a first-grade intervention aimed at improving arithmetic skills among at-risk students aged around 6.5.
- Students were divided into three groups: a control group and two versions of the intervention with different practice methods (speeded vs. nonspeeded).
- Results showed significant short-term improvements in math outcomes for intervention groups, but no lasting effects were found by third grade, highlighting that early math skills don't necessarily predict long-term success without sustained support.
Article Abstract
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6483898 | PMC |
| http://dx.doi.org/10.1111/cdev.13175 | DOI Listing |
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