| Title: |
'What’s Math Got To Do With It? A Theoretical Connection Between Early Math and Reading Concepts' |
| Track: |
4 - Early Intervention
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| Keyword(s): |
math, reading, school readiness |
| Learning Objectives: |
- describe foundational mathematics concepts.
- describe foundational reading concepts.
- consider the potential relationship between early mathematics and reading in pursuit of school readiness.
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Abstract: |
Research indicates that levels of mathematics performance at kindergarten entry can be used to predict later levels of academic achievement including reading (Duncan et al., 2007; Gersten et al., 2012; Cross et al, 2009). Although, the specific reasons for this relationship are unknown, given the poor performance of deaf/hh children in both reading and mathematics (Kritzer, 2009; Leybart & Van Cutsem, 2002; Mitchell, 2008; Nunes & Moreno, 1998; Pagliaro, Foisack, & Kelly, 2010; Swanwick, Oddy, & Roper, 2005; Traxler, 2000; Wood, Wood, Griffiths & Howarth, 1986), it is worthwhile to investigate possible connections between early mathematics and early reading knowledge and skills in hopes of enhancing school readiness. This presentation will make use of findings from a recent study that investigated the mathematics performance of young D/HH children using a standardized assessment tool as well as a series of performance-based tasks to illustrate possible connections. Reference will be made to the Common Core Standards in Early Mathematics as well as Language Arts.
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| Presentation: |
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
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| Handouts: |
Handout is not Available
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