Effects of Activity-Based Number Sense Program on Math Achievement for Students At-Risk with Math Learning Disabilities

High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with learning and other disabilities. Although high-leverage practices are appropriate for many content areas, this article illustrates their use when teaching number sense instruction. Number sense involves fluidity with (a) estimating and naming quantities, (b) evaluating accuracy of answers, (c) calculating mentally, and (d) drawing or representing problems. Development of number sense predicts later math achievement for students with and at risk for learning disabilities, making it an essential skill for teachers to address. Peppering common number sense activities with high-leverage practices enhances their impact for students with learning disabilities.

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Effects of Evidence-Based Instruction applied to after-school Tier 2 intervention on Math Achievement of Students with Math Learning Disabilities and Students with Math Learning Difficulties

10.47635/kjld.2018.15.3.177 ◽

2018 ◽

Vol 15 (3) ◽

pp. 177-202

Author(s):

Hyunju Yoo

Keyword(s):

Learning Disabilities ◽

Math Achievement ◽

Learning Difficulties ◽

After School ◽

Evidence Based ◽

Tier 2 ◽

Math Learning ◽

Tier 2 Intervention ◽

Based Instruction

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Prevention Strategies for Students At-Risk for Learning Disabilities

Learning Disabilities: Identification, Assessment, and Instruction of Students with LD - Advances in Special Education ◽

10.1108/s0270-4013(2013)0000024009 ◽

2013 ◽

pp. 109-128

Author(s):

Amina M. Turton ◽

Satasha Green

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Prevention Strategies ◽

Students At Risk

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THE EFFECT OF USING POWERPOINT PRESENTATIONS IN ACADEMIC ACHIEVEMENT OF SOCIAL AND NATIONAL STUDIES IN THE FIFTH GRADE STUDENTS AT-RISK FOR LEARNING DISABILITIES

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v6.i3.2018.1514 ◽

2018 ◽

Vol 6 (3) ◽

pp. 191-202

Author(s):

Ibrahim Rajab Abbas Ibrahim

Keyword(s):

Academic Achievement ◽

At Risk ◽

Learning Disabilities ◽

Fifth Grade ◽

Control Group ◽

Students At Risk ◽

Fifth Grade Students ◽

Post Test ◽

National Studies ◽

Experimental Group

The purpose of this study was to identify the effect of using PowerPoint presentations in academic achievement of Social and National Studies in the fifth grade students at-risk for learning disabilities at Najran in the Kingdom of Saudi Arabia. The sample of the study consisted of (10) students at-risk for learning disabilities; it was divided randomly into two equal groups: control and experimental. The students in the experimental group have studied the first unit who it consists of five lessons in Social and National Studies by using PowerPoint presentations; however, the students in the control group were received their teaching by using traditional tool (blackboard and chalk). The Social and National Studies Academic Achievement Test: was applied for two groups as pre-test and post-test. Results revealed that the students taught Social and National Studies with PowerPoint presentations performed better than their counterparts taught with traditional tool (blackboard and chalk) in favor of the students in the experimental group.

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Screening for Math in Early Grades: Is Reading Enough?

Assessment for Effective Intervention ◽

10.1177/1534508418766410 ◽

2018 ◽

Vol 45 (1) ◽

pp. 38-50

Author(s):

Allyson J. Kiss ◽

Theodore J. Christ

Keyword(s):

At Risk ◽

Reading Skills ◽

Math Achievement ◽

Early Reading ◽

First Grade ◽

Students At Risk ◽

Accurate Identification ◽

Early Reading Skills ◽

Early Grades ◽

Reading And Math

Difficulties in reading and math are more likely to occur simultaneously than difficulties in either area alone; however, the research on that comorbidity is relatively sparse. The purpose of this study was to examine the relation between early reading skills as predictors of math achievement. A group of 102 kindergarten and 65 first-grade students were assessed with curriculum-based measures of early reading and early math, and a measure of broad math achievement. The results of multiple regression analyses indicated that when early numeracy was controlled for, the measures of early reading did not explain unique variance in math achievement among students. Interestingly, screening with only measures of early reading skills yielded acceptable area under the curve (AUC) values but did not yield accurate identification of students at risk for math difficulties (MD) when misclassification and specificity were taken into account. Results suggest that early math measures are most accurate in identifying students at risk for MD in early grades. Findings provide further insight into the relation between math and reading skills at the start of formal schooling. Authors provide recommendations for a combination of reading and math screeners to predict broad math achievement.

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The Role of Number Sense in the Identification and Prevention of Mathematics Disability: A Consideration of the Phonemic Awareness/Number Sense Analogy

Australasian Journal of Special Education ◽

10.1017/s1030011200025161 ◽

2004 ◽

Vol 28 (2) ◽

pp. 65-78 ◽

Cited By ~ 1

Author(s):

Sally Howell ◽

Coral Kemp

Keyword(s):

At Risk ◽

Phonemic Awareness ◽

Number Sense ◽

Research Community ◽

Point Of View ◽

Sufficient Evidence ◽

Students At Risk ◽

Reading Research ◽

Definition Of

In a 1999 paper Gersten and Chard proposed that number sense might be to mathematics what phonemic awareness is to reading. They explained the role of phonemic awareness in reading acquisition and its influence on reading research and argued that an understanding of the concept of number sense could be equally influential in the field of mathematics, in particular for the population of students at risk of developing mathematical disabilities (MD). The present paper examines the analogy in the light of existing literature in the area of number sense and concludes that while it may have some merit from a research point of view there are some inherent risks in the promotion of the analogy prior to the research community providing a definition of number sense and sufficient evidence that it is a prerequisite for mathematics success.

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