“…These findings expand previous results showing that early number skills can be supported effectively through targeted interventions (e.g., Baroody et al, 2009; Clements, Sarama, Spitler, Lange, & Wolfe, 2011; Dyson et al, 2013; Jordan, Glutting, Dyson, Hassinger-Das, & Irwin, 2012). Designed specifically for children who come to kindergarten behind their peers, the present intervention began with the smallest counting numbers and used those numbers to reinforce verbal subitizing, counting and cardinality, magnitude comparisons, and adding and subtracting (Clements et al, 2013; Frye et al, 2013).…”