Examining Relations Between Cognitive Skills, Mathematics Learning, and Intervention Response in Kindergarten

• In Event: Cognition and Motivation During Childhood

Abstract

Effective early mathematics instruction is critical to support long-term mathematics achievement, and mathematics interventions have been developed to support the mastery of foundational mathematics concepts, however not all students respond to these interventions. Thus, the current study explored how cognitive skills were associated with intervention response for 621 kindergarten students with or at-risk for mathematics difficulties. Results indicated that although cognitive skills were associated with mathematics achievement, there was no evidence of differential response to the intervention based on cognitive skills. When holding mathematics skill constant, there was a non-significant, but potential pattern of students with high phonological memory skills demonstrating greater mathematics gains as a result of intervention participation. Implications for mathematics intervention and curriculum development are discussed.

Authors

• Lina Shanley, University of Oregon

• Ben Clarke, University of Oregon

• Keith Smolkowski, Oregon Research Institute

• Christian Doabler, University of Texas