An early numeracy intervention for first-graders at risk for mathematical learning difficulties

Abstract The aim of this study was to investigate whether early numeracy skills South African first graders who are at-risk for mathematical learning difficulties can be improved with an intervention program. participants were 267 children from 17 classrooms in the greater Johannesburg area. In quasi-experimental small group (15 sessions over 5 weeks) outcome measure skills. Based on pretest scores, divided into (N = 40), a low performing control 32), and average 195). main result that had more numerical relational skills, compared low-controls; effect remained statistically significant after controlling executive functions, language kindergarten attendance, also observable delayed post-measurement. Executive attendance all predicted level at beginning intervention, but only functions explained individual differences counting development pre- posttest.