About this paper

Appears in:
Pages: 6375-6383
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

EMPIRICAL EVIDENCE THAT TEACHING CHILDREN PATTERNS IMPROVES READING AND MATHEMATICS

R. Pasnak, J. Kidd, M. Gadzichowski, D. Gallington, K. Schmerold, H. West

George Mason University (UNITED STATES)
The ability to understand sequences of items may be an important cognitive ability. To test this proposition, eight first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing sizes, numerical values, or positions in the alphabet, or were symmetrical, or were rotations of an object through six or eight positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-minute sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well as or better than the control children on three standardized reading tests. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. The superiority of the children taught sequences ranged from 1 to 3 grade equivalents. (A grade equivalent is the progress that a child would normally make after one month of instruction.) These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education.
@InProceedings{PASNAK2015EMP,
author = {Pasnak, R. and Kidd, J. and Gadzichowski, M. and Gallington, D. and Schmerold, K. and West, H.},
title = {EMPIRICAL EVIDENCE THAT TEACHING CHILDREN PATTERNS IMPROVES READING AND MATHEMATICS},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {6375-6383}}
TY - CONF
AU - R. Pasnak AU - J. Kidd AU - M. Gadzichowski AU - D. Gallington AU - K. Schmerold AU - H. West
TI - EMPIRICAL EVIDENCE THAT TEACHING CHILDREN PATTERNS IMPROVES READING AND MATHEMATICS
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 6375
EP - 6383
ER -
R. Pasnak, J. Kidd, M. Gadzichowski, D. Gallington, K. Schmerold, H. West (2015) EMPIRICAL EVIDENCE THAT TEACHING CHILDREN PATTERNS IMPROVES READING AND MATHEMATICS, ICERI2015 Proceedings, pp. 6375-6383.
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