liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-7495-1384
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-0672-4061
Linköping University, Department of Behavioural Sciences and Learning, Disability Research Division. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-0446-0827
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-5234-5495
Show others and affiliations
2024 (English)In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Early numeracy interventions including basicarithmetic are crucial for young students at risk for earlymathematics difficulties (MDs), yet few studies have evalu-ated numeracy interventions in second grade with a rand-omized controlled design.Aim: This pre- and post-test randomized controlled studyevaluated the effects of an intensive 9-week numeracy andarithmetic programme for second-grade students at risk forearly MDs. The focus of the programme was students’ foun-dational understanding of numbers and mathematical con-cepts and procedural fluency with arithmetic tasks.Sample: A total of 753 first-grade students from 21 schoolsin Sweden were screened for low achievement in numberknowledge and arithmetic.Methods: Students considered at risk for MDs (≤25 per-centile on two consecutive first-grade mathematics screen-ings) were individually randomized to an intervention group(n = 32) or control group (n = 30) at the beginning of secondgrade (7–8 years old). Trained teachers administered theone-to-one, explicit programme to intervention group stu-dents in elementary school settings. The intervention groupreceived numeracy instruction emphasizing foundationalmathematics concepts and procedures. Controls receivedteaching as usual with potential special education supportprovided by their schools.Results: The intervention group demonstrated significantlygreater improvements in conceptual knowledge, arithmeticcalculations and problem-solving compared to the controlgroup, with medium size effects observed.

Place, publisher, year, edition, pages
Wiley , 2024.
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-205328DOI: 10.1111/bjep.12705OAI: oai:DiVA.org:liu-205328DiVA, id: diva2:1875898
Note

Funding agency: The Swedish Research Council under Grant 2019- 03873

Available from: 2024-06-24 Created: 2024-06-24 Last updated: 2024-06-24
In thesis
1. Early Elementary School Interventions in Reading and Mathematics
Open this publication in new window or tab >>Early Elementary School Interventions in Reading and Mathematics
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Tidiga interventioner i läsning och matematik
Abstract [en]

Supplemental special education support in reading and mathematics is essential for some children who struggle to learn basic reading or mathematics skills in their first years of schooling. Previous research shows that supplemental phonics and early numeracy and arithmetic instruction help students at risk for reading or mathematics difficulties. Few intervention studies have been conducted in the Swedish elementary school context evaluating the effectiveness of early reading and mathematics instruction, limiting evidence-based practices guiding special education in Sweden. This thesis aimed to develop and test the impact of two intensive instructional programs on word reading and reading comprehension skills and number knowledge, arithmetic and problem solving. Transfer-effects of training across the reading and mathematics domains and the long-term impact of the programs were also investigated. The study enrolled 753 first grade students who were screened for low performance (≤25th percentile) in decoding, spelling, number knowledge and arithmetic. To evaluate how the impact of the interventions differ from regular school instruction, students were randomized to intervention and control groups and pre-tested with extended assessment of reading and mathematics skills (n=32 vs. 30 in mathematics, n=34 vs. 34 in reading). Both interventions were implemented at the start of second grade. The intervention programs spanned 36 lessons of supplemental explicit, one-to-one instruction with a special education teacher. Control group students received support planned by their schools. The results were evaluated at post-test and followed-up after 1 year. Both programs indicated significant intervention effects at post-test compared with controls with the reading intervention showing medium impact on decoding and reading comprehension and a strong effect on word recognition. The mathematics intervention program displayed significant moderate impact on number knowledge, arithmetic and basic problem solving. For both interventions, these effects declined at follow-up one year later. In addition, no transfer across reading and mathematics interventions were found. A main conclusion drawn from these randomized controlled studies is that students’ performance in basic reading and mathematics can be substantially accelerated by a time-limited and intense effort, adding to the evidence-base of explicit phonics and early numeracy and arithmetic intervention as recommended practices also in a Swedish school context. As many previous studies have shown, intervention gains tend to fade over time. The longevity of intensive intervention impacts should be considered in post-intervention efforts to support learning. Alignment between supplemental programs and general classroom instruction is suggested.

Abstract [sv]

Att lära sig läsa och räkna hör till grundläggande färdigheter i början av lågstadiet. För en del elever som kämpar med att tillägna sig dessa färdigheter behövs specialpedagogiskt stöd i form av extra läs- eller matematikundervisning. Studier har visat att undervisning med ljud-bokstavsmetoden, phonics, och undervisning i taluppfattning och grundläggande aritmetik hjälper elever som riskerar läs- eller matematiksvårigheter. I en svensk skolkontext finns få läs- och matematikinterventioner som utvärderat effekter på elevers läs- och matematikfärdigheter med en randomiserad kontrollerad studiedesign. Syftet med denna avhandling var att utveckla, implementera och utvärdera effekterna av två intensiva undervisningsprogram i läsning respektive matematik. Fokus för läsprogrammet var att utveckla ordläsning och läsflyt och i matematikprogrammet fokuserades taluppfattning och grundläggande aritmetik. Ett ytterligare syfte var att undersöka eventuella överföringseffekter mellan läsning och matematik för de elevgrupper som deltog i projektets interventionsgrupper. Dessutom studerades långtidseffekter av interventionerna. Totalt deltog 753 elever i åk 1 i urvalet till interventions- och kontrollgrupper. Elevernas läs- och matematikfärdigheter (ordavkodning, stavning, taluppfattning och aritmetiskt flyt) screenades vid två tillfällen på våren i åk 1 och elever med låga resultat (≤ percentil 25) randomiserades individuellt till interventions- och kontrollgrupper för läsprogrammet eller matematikprogrammet (n=32 vs. 30 i matematik, n=34 vs. 34 i läsning) för att undersöka effekten av dessa undervisningsprogram på elevernas läs- och matematikprestationer jämfört med skolans ordinarie undervisning. I början av åk 2 genomförde eleverna en för-testning och deltog därefter utöver den ordinarie undervisningen i en explicit, intensiv, individuell träning med en speciallärare om 36 lektioner i läs- eller matematikprogrammet, medan eleverna i respektive kontrollgrupp fick undervisning planerad av skolan. Efter interventionsperioden genomföres ett efter-test som upprepades ett år senare. Läs- och matematikinterventionen resulterade i signifikanta effekter jämfört med kontrollgrupperna direkt efter träningen. I läsprogrammet var effekten medelstor för ordavkodning och läsförståelse och träningen visade stor effekt på ordigenkänning. Resultaten för matematikprogrammet visade medelstor effekt på taluppfattning, aritmetik och grundläggande problemlösning. Dessa effekter hade reducerats vid långtidsuppföljningen. Inga överföringseffekter mellan läs- och matematikinterventionerna uppmättes. Slutsatser från dessa studier är att elevers läs- och matematikfärdigheter kan öka avsevärt med hjälp av ett tidsmässigt begränsat, intensivt phonics-program respektive taluppfattnings- och aritmetikprogram även i en svensk skolkontext. Resultaten kan på så vis bidra till evidensbaserade undervisningsmetoder. I likhet med ett flertal tidigare undersökningar visade uppföljningsstudien att effekterna av interventionerna avtog över tid. Det tyder på vikten av att överväga stöd även efter en intensiv läs- och matematikintervention. Vidare föreslås att skapa överensstämmelse mellan klassrumsundervisningen och interventionsprogram som ges utöver ordinarie undervisning.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2024. p. 122
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 257
Keywords
Intervention, Special education, Instruction, Reading, Mathematics, Randomized controlled study, Follow-up, Elementary school, Intervention, Specialpedagogik, Undervisning, Läsning, Matematik, Randomiserad kontrollerad studie, Uppföljning, Grundskola
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-199529 (URN)10.3384/9789180754750 (DOI)9789180754743 (ISBN)9789180754750 (ISBN)
Public defence
2024-01-19, TEMCAS, Building T, Campus Valla, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2024-06-24Bibliographically approved

Open Access in DiVA

fulltext(1000 kB)15 downloads
File information
File name FULLTEXT01.pdfFile size 1000 kBChecksum SHA-512
4c9c80ed032f92d0bfff2119964b02e5ec13913d6744e43ed28e9e3ce0bc42321b63aee1d00d595af7eb0e17a91a2f03bcffab00468e8db04eed4b2c15275bf1
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records

Lindström-Sandahl, HannaSamuelsson, JoakimDanielsson, HenrikSamuelsson, StefanElwér, Åsa

Search in DiVA

By author/editor
Lindström-Sandahl, HannaSamuelsson, JoakimDanielsson, HenrikSamuelsson, StefanElwér, Åsa
By organisation
Education, Teaching and LearningFaculty of Educational SciencesDisability Research DivisionFaculty of Arts and Sciences
In the same journal
British Journal of Educational Psychology
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 15 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 90 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf