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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.