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Number Sense Interventions
Use with the Number Sense Screener?(NSS?), your quick, reliable way to screen early numerical competencies. Find out where children need extra support-and then use the Number Sense Interventions to target those specific skills.
Number Sense Screener
Number sense is a key indicator of future math success. Now there's a quick, reliable, and affordable way to screen early numerical competencies in Grades K-1 and identify students at risk for later math struggles. View our recorded webinar: Catching Math Struggles Early with the Number Sense Screener (tm) presented by Nancy Jordan. Developed by Nancy Jordan--a leading expert on children's math difficulties--and quantitative psychologist Joseph Glutting, the research-based NSS(tm) screens children on six key competencies related to number sense. Easy to complete in just 15 to 20 minutes per child with no training required, NSS gives educators and school psychologists the information they nee...
Number Sense Screener (NSS) User's Guide, K-1
The User's Guide provides clear and specific instructions on how to use the Number Sense Screener(tm). This user's guide is part of NSS(tm), a quick, reliable, and affordable way to screen early numerical competencies in Grades K-1 and identify students at risk for later math struggles. A research-based tool that requires no extra training, Number Sense Screener(tm) (NSS(tm)) K-1 gives schools the critical information needed to catch at-risk students early, predict mathematic achievement through at least third grade, start planning targeted interventions, and monitor progress. NSS supports progress toward national and state standards, including Common Core State Standards in Kindergarten and NCTM Standards and Focal Points. Learn more about the complete NSS.
Number Sense Interventions
Use with the Number Sense Screener?(NSS?), your quick, reliable way to screen early numerical competencies. Find out where children need extra support-and then use the Number Sense Interventions to target those specific skills.
Learning Disabilities
Thirteen contributions discuss cognitive, developmental, and neuropsychological processes, as well as instructional issues, attempting to integrate new understanding of the etiology of learning disabilities with educational practices. The papers were originally presented at a conference in the fall
Teaching Math to Young Children
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide is organized around five recommendations: (1) Teach number and operations using a developmental progression; (2) Teach geometry, patterns, measurement, and data analysis using a developmental progression; (3) Use progress monitoring to ensure that math instruction builds on what each child knows; (4) Teach children to view and describe their world mathematically; and (5) Dedicate time each day to teaching math, and integrate math instruction throughout the school day. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains a glossary, 18 tables,11 examples, 7 figures, and 437 endnotes.)
Supporting the Whole Child
This e-book, a collection of articles from Educational Leadership and other ASCD publications explores what it means to "support the whole child." In these articles, authors ponder the various meanings of support in the classroom, school, and community. This third in a four-book series exploring whole child education ends by emphasizing another maxim of good teaching: Hold high expectations for your students. Our authors agree: With the right supports, students are capable of doing more than even they think they can. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Rereading Fluency
Rereading Fluency is an important and timely book.... The authors do not just criticize current policies and practices but offer alternatives for improving the quality of reading assessment and instruction. - Richard L. Allington Has your school spent tens of thousands or more dollars on fluency-based reading assessment programs? If so, you might be getting less for your investment than you think. Did you know? There is little consensus on what exactly fluency is. The NRP's report - the basis for Reading First - failed to support its assertion that "it is generally acknowledged that fluency is a critical component of skilled reading." The relationship between fluency and comprehension may be...
Developing Number Sense in Kindergartners at Risk for Learning Difficulties in Mathematics
In the present study, the authors developed and tested a purposeful eight-week number sense intervention for kindergartners from low-income families. Participants were recruited from kindergarten classes in five schools. Building on other investigations (e.g., Baroody et al., 2009; Chard et al., 2008; Ramani & Siegler, 2008), the present randomized controlled study demonstrates that key areas of number sense can be boosted in kindergartners with established risk for mathematics difficulties or disabilities, many who come to school with far fewer learning experiences than their middle-income counterparts. These gains were successfully captured on a number sense assessment tool that is sensiti...
