For each assessment, the numbers read correctly were summed and converted to a percentage score, which served as our dependent variable. If the student did not respond accurately within 5 s, the experimenter scored an error and pointed to the next number students were permitted one self-correction within that time frame. The primary experimenter assessed participants individually by pointing to each number on the sheet and asking the student to name the number. Five different assessment sheets were constructed and alternated across sessions to ensure that students did not memorize placement of numbers. Response Measurement and Interobserver Agreementĭata on correct number identification were collected using assessment sheets with the numbers 0 through 9 listed in a random order.
#KINDERGARTEN SIGHT WORDS LIST TENNESSEE TRIAL#
The current study extends research on taped interventions by targeting a basic numeracy skill (as opposed to higher level math skills), adapting previous procedures (i.e., using a tone to signal the introduction of a new trial rather than numbering the trials selecting a 2-s constant prompt delay), intervening in the general education setting as a means of primary prevention, and evaluating the effects of the modified intervention with kindergarten students. Taped interventions have been used with both individuals and groups, but usually have been applied with older elementary school children in special education settings. Such procedures minimize errors and allow a large number of learning trials within a short amount of time, thereby maximizing learning rates (see Skinner, 2008).
In taped interventions, students are presented with visual stimuli (e.g., word lists, math problems) and are instructed to say the correct response before it is provided by an audiotape recorder. Taped interventions offer a low-tech solution to the delivery of basic academic skill instruction and have been used to remedy sight-word reading (e.g., Bliss, Skinner, & Adams, 2006) and math-fact deficits (e.g., McCallum, Skinner, Turner, & Saecker, 2006), enhancing both accuracy and automaticity. Although number-identification deficits may predict later mathematics difficulties ( Clarke & Shinn, 2004 Fuchs et al., 2007), few studies have examined effective ways to remedy this early skill deficit ( Chard et al., 2008 Gersten, Jordan, & Flojo, 2005). The ability to identify numbers is a critical early numeracy competency and a prerequisite for the development of other math skills ( Jordan, Kaplan, Oláh, & Locuniak, 2006).
Although most children begin school with core number competencies, others need targeted teaching and learning activities to acquire these skills ( Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006 National Research Council, 2009).
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