Sammanfattning
| Originalspråk | engelska |
|---|---|
| Tidskrift | European Journal of Special Needs Education |
| Volym | 31 |
| Utgåva | 3 |
| Sidor (från-till) | 360-375 |
| Antal sidor | 16 |
| ISSN | 0885-6257 |
| DOI | |
| Status | Publicerad - 2016 |
| MoE-publikationstyp | A1 Tidskriftsartikel-refererad |
Vetenskapsgrenar
- 516 Pedagogik
Citera det här
}
Thinking skills intervention for low-achieving first graders. / Hotulainen, Risto; Mononen, Riikka; Aunio, Pirjo.
I: European Journal of Special Needs Education, Vol. 31, Nr. 3, 2016, s. 360-375.Forskningsoutput: Tidskriftsbidrag › Artikel › Vetenskaplig › Peer review
TY - JOUR
T1 - Thinking skills intervention for low-achieving first graders
AU - Hotulainen, Risto
AU - Mononen, Riikka
AU - Aunio, Pirjo
PY - 2016
Y1 - 2016
N2 - 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.
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.
KW - 516 Educational sciences
KW - Thinking skills
KW - intervention
U2 - 10.1080/08856257.2016.1141541
DO - 10.1080/08856257.2016.1141541
M3 - Article
VL - 31
SP - 360
EP - 375
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
SN - 0885-6257
IS - 3
ER -