Title

Improving Number Word Sequencing in Kindergarten

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Lisa H. Stewart

Keywords

Early numeracy, Math recovery

Abstract

This project explored the impact of Add+Vantage Math Recovery (AVMR) intervention in Number Sequencing for a group of four kindergarten students. Number sequencing is an early numeracy skill that is important for later math development (Wright, Martland, & Stafford, 2006). Research shows that students who master earlier math skills perform better on related skills later on (VanDerHeyden & Burns, 2009; Siegler, 2007). Students received 10 minutes of intervention instruction daily in addition to normal mathematics curriculum. Intervention activities varied each day but were all designed to improve backward number word sequencing, which is the ability to say which number comes before or after a given number. Student progress was monitored weekly using one-minute Missing Number probes. Results showed some improvement, but most students still remained in the at-risk levels based on spring benchmarking data. Future research would benefit from replicating this intervention but also changing some variables such as intensity and focus to improve its efficacy.

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