Effects of a First‐Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty | Zendy

Nelson Gena | Zendy; Kiss Allyson J. | Zendy

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Effects of a First‐Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty

Author(s) -

Nelson Gena,

Kiss Allyson J.

Publication year - 2021

Publication title -

learning disabilities research and practice

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 2.018

H-Index - 21

eISSN - 1540-5826

pISSN - 0938-8982

DOI - 10.1111/ldrp.12242

Subject(s) - vocabulary , intervention (counseling) , mathematics education , percentile , vocabulary development , psychology , mathematics , teaching method , linguistics , statistics , philosophy , psychiatry

There is an emerging research base exploring the relation between mathematics vocabulary and achievement; therefore, we conducted a pilot study of a mathematics vocabulary intervention for first‐grade students with mathematics difficulty (MD). At posttest, the vocabulary intervention group scored significantly higher than the active control on mathematics vocabulary; growth, however, was not significant. The vocabulary intervention group had significantly higher gains on the Concepts and Communication subtest of a distal measure. While all students began the intervention below the 13th percentile in mathematics, 31% of participants exceeded the 25th percentile at posttest. The results of this pilot study have implications for practitioners working with students with MD, and also make a contribution to the knowledge base on mathematics vocabulary intervention.

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