Thinking skills intervention for low-achieving first graders

Risto Hotulainen, Riikka Mononen, Pirjo Aunio

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasiexperimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (<−1 SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (≥−1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention.
Original languageEnglish
JournalEuropean Journal of Special Needs Education
Volume31
Issue number3
Pages (from-to)360-375
Number of pages16
ISSN0885-6257
DOIs
Publication statusPublished - 2016
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

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title = "Thinking skills intervention for low-achieving first graders",
abstract = "This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasiexperimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (<−1 SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (≥−1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention.",
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Thinking skills intervention for low-achieving first graders. / Hotulainen, Risto; Mononen, Riikka; Aunio, Pirjo.

In: European Journal of Special Needs Education, Vol. 31, No. 3, 2016, p. 360-375.

Research output: Contribution to journalArticleScientificpeer-review

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AU - Aunio, Pirjo

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AB - This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasiexperimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (<−1 SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (≥−1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention.

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