Counting on : Long Term Effects of an Early Intervention Programme
This paper reports the long-term results of an intervention study with 134 six-year-old students from seven preschool-classes in northern Sweden to evaluate whether the Think, Reason and Count in Preschool-class programme (TRC) could prevent at-risk students from becoming low-performing students in...
| Main Authors: | , |
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| Format: | Conference Object |
| Language: | English |
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Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik
2018
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| Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 |
| Summary: | This paper reports the long-term results of an intervention study with 134 six-year-old students from seven preschool-classes in northern Sweden to evaluate whether the Think, Reason and Count in Preschool-class programme (TRC) could prevent at-risk students from becoming low-performing students in mathematics. Whereas the pre-test score revealed that the intervention and the control group preformed equally, scores on the delayed follow-up-test in Grade 3 showed that the intervention group performed better than the control group and that at-risk students had closed the performance gap between themselves and their not-at-risk peers. |
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