Abstract
Math skills are critical for children’s future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50 preschool aged children with disabilities examined the effects of an intervention that integrated mathematics and literature on early numeracy skills. The intervention was conducted 3 days per week for 6 weeks, and consisted of an interactive shared storybook reading including mathematical content through scripted questioning and discussions and story-related mathematical activities after the reading of the story. Children who received the intervention scored significantly higher than the comparison group in total math ability, quantity comparison, one-to-one correspondence counting, and oral counting as measured by scores on the Test of Early Mathematics Ability, Third Edition (TEMA-3) and the Individual Growth & Development Indicators Early Numeracy (IGDIS-EN).
Published Version
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