Developing Number Sense in Kindergartners at Risk for Learning Difficulties in Mathematics.
暂无分享,去创建一个
[1] Nancy C. Jordan,et al. The Importance of Number Sense to Mathematics Achievement in First and Third Grades. , 2010, Learning and individual differences.
[2] A. Vanderheyden. Determining Early Mathematical Risk: Ideas for Extending the Research , 2010 .
[3] Marley W. Watkins,et al. Validating a Number Sense Screening Tool for Use in Kindergarten and First Grade: Prediction of Mathematics Proficiency in Third Grade , 2010 .
[4] Robert S. Siegler,et al. Improving the Numerical Understanding of Children From Low-Income Families , 2009 .
[5] Nancy C. Jordan,et al. Early math matters: kindergarten number competence and later mathematics outcomes. , 2009, Developmental psychology.
[6] Michael D. Eiland,et al. Fostering At-Risk Preschoolers' Number Sense , 2009 .
[7] Erica S. Lembke,et al. Identifying Early Numeracy Indicators for Kindergarten and First–Grade Students , 2009 .
[8] H. Schweingruber,et al. Mathematics learning in early childhood : paths toward excellence and equity , 2009 .
[9] Nancy C. Jordan,et al. Socioeconomic variation, number competence, and mathematics learning difficulties in young children. , 2009, Developmental disabilities research reviews.
[10] Randy G. Floyd,et al. Validation and Decision Accuracy of Early Numeracy Skill Indicators , 2008 .
[11] Nancy C. Jordan,et al. Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade , 2008, Journal of learning disabilities.
[12] Chaitanya Ramineni,et al. Development of number combination skill in the early school years: when do fingers help? , 2008, Developmental science.
[13] Julie Sarama,et al. Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum , 2008 .
[14] H. Ginsburg,et al. Mathematics Education for Young Children: What It is and How to Promote It , 2008 .
[15] Geetha B. Ramani,et al. Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. , 2008, Child development.
[16] K. Smolkowski,et al. Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum , 2008 .
[17] L. Fuchs,et al. Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? , 2008, Journal of educational psychology.
[18] Douglas Fuchs,et al. Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One? , 2008, Journal of educational psychology.
[19] Lynn S. Fuchs,et al. Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention , 2007 .
[20] M. Noël,et al. Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing , 2007, Cognition.
[21] Chaitanya Ramineni,et al. Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories , 2007 .
[22] A. Vanderheyden,et al. Further development of measures of early math performance for preschoolers , 2006 .
[23] Evelyn S. Johnson,et al. Responsiveness to Intervention (RTI): How to Do It. [RTI Manual]. , 2006 .
[24] Jeffrey Bisanz,et al. What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2. , 2006, Journal of experimental child psychology.
[25] Nancy C. Jordan,et al. Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. , 2006, Child development.
[26] Kelly S. Mix,et al. The Development of Young Children’s Early Number and Operation Sense and its Implications for Early Childhood Education , 2006 .
[27] Richard E Thompson,et al. Kindergarten Predictors of Math Learning Disability , 2005, Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children.
[28] Russell Gersten,et al. Early Identification and Interventions for Students With Mathematics Difficulties , 2005, Journal of learning disabilities.
[29] Jeanne D. Day,et al. Construction and Evaluation of a Number Sense Test With Head Start Children. , 2004 .
[30] Mark R. Shinn,et al. A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement , 2004 .
[31] P. Starkey,et al. Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention , 2004 .
[32] S. Griffin,et al. Building number sense with Number Worlds: a mathematics program for young children , 2004 .
[33] Marie-Pascale Noël,et al. Magnitude comparison in preschoolers: what counts? Influence of perceptual variables. , 2004, Journal of experimental child psychology.
[34] David T. Burkam,et al. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School , 2002 .
[35] K. Fuson,et al. Achievable Numerical Understandings for All Young Children. , 2001 .
[36] Mary K. Hoard,et al. Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. , 2000, Journal of experimental child psychology.
[37] Susan C. Levine,et al. Differential calculation abilities in young children from middle- and low-income families. , 1992 .
[38] Nancy C. Jordan,et al. Development of calculation abilities in young children. , 1992, Journal of experimental child psychology.
[39] K. Fuson,et al. Instruction Supporting Children's Counting on for Addition and Counting up for Subtraction. , 1992 .
[40] Robbie Case,et al. Child cognitive development: The role of central conceptual structures in the development of scientific and social thought. , 1990 .
[41] P. Lachenbruch. Statistical Power Analysis for the Behavioral Sciences (2nd ed.) , 1989 .
[42] C. Juel. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. , 1988 .
[43] K. Fuson. Children's Counting and Concepts of Number , 1987 .
[44] Arthur J. Baroody,et al. The Development of Counting Strategies for Single-Digit Addition. , 1987 .
[45] James M. Moser,et al. The Acquisition of Addition and Subtraction Concepts in Grades One through Three. , 1984 .
[46] James Hiebert,et al. Children's Mathematics Learning: The Struggle to Link Form and Understanding , 1984, The Elementary School Journal.
[47] C. Gallistel,et al. The Child's Understanding of Number , 1979 .