Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

Abstract

Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = .46, and dot counting fluency, r = .52, when practiced with GraphoGame Math, as well as for basic arithmetic, r = .63, when practiced with Number Race. The findings suggest that a targeted computerized practice can produce specific training effects in kindergarteners most at-risk for mathematics difficulties. The results are discussed with regard to practical implications for educational game development.

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities

“…Our evaluation aimed to determine whether and, if so, how the specific gamification elements (see Table S3) were used in the empirical studies (underlined in Table S2). Content‐based adaptation and feedback systems (indicated by Räsänen et al ., ; Saine et al ., ; Salminen et al ., ; Torgesen et al ., ; Wilson et al ., ) were mentioned as the key features of game design. For instance, Räsänen et al .…”

“…As shown in Table S2, the most popular research design consisted of pretests and immediate posttests ( n = 10) with a control group ( n = 7). The control groups comprised both children with learning disabilities ( n = 4, eg, De Castro, Bissaco, Panccioni, Rodrigues, & Domingues, ) and children without the need of extra support for early number or reading skills ( n = 3, eg, Salminen, Koponen, Räsänen, & Aro, ). The features of the control group, such as the correspondence to the experimental group and the support offered for the control group, are relevant for making conclusions concerning the effects of the game (Mohd Syah, Hamzaid, Murphy, & Lim, ).…”

“…() and Salminen et al . () focused on comparing the effect of two different games (GraphoGame‐Math and Number Race) with students’ number skills performance. These studies compared the effect of different dyscalculia‐oriented elements (the importance of the exact magnitudes and number symbols vs. approximate comparison processes).…”

“…Salminen et al . () also indicated that a time pressure was used to trigger playing. In game design, challenges may require time‐critical or time‐independent performance (Karhulahti, ).…”

Advancing Understanding of Mathematics Development and Intervention: Findings From NCSER-Funded Efficacy Studies

“…Furthermore, technology-based interventions, if shown to be effective for this population, could potentially represent a cost-effective delivery model of intensive interventions. Other researchers have demonstrated the potential promise of technology-based interventions for improving math outcomes in young children (Praet & Desoete, 2014;Salminen, Koponen, R€ as€ anen, & Aro, 2015).…”