Systematic Instruction of Early Math Skills
Hardy, Jessica Kristen
Instruction in early math is the subject of increasing attention in the literature and research. Response to intervention is a framework that can be used to guide how children receive instruction on early math skills. A recent review of the literature around math instruction found that there is some evidence that a variety of curricula can be effective as tier one interventions, but there is limited data on the effectiveness of tier two and tier three interventions. The purpose of this study was to examine the effectiveness of a systematic instructional procedure on teaching early math skills to preschoolers who were at risk. Target math skills were selected based on the individual needs of each child and included counting, sorting, patterning, and shape manipulation. The systematic instructional procedure was adapted as necessary to meet the needs of the children. The instructional procedure was effective for two children. There were mixed results for generalization. Maintenance was measured in one child, and results were strong. Implications for a response to intervention framework, and limitations, and implications for research and practice are discussed.