Young children\u27s individuation of object sets: Grasping an alternative unit of count

Young children\u27s concept of what units can be counted—for example, individuals, classes and kinds—changes with age. It is important to understand how young children master the concept of counting varied units given that mastering alternative units is a basic skill in understanding our base system of counting (e.g., understanding that ten tens equal 100). An ability to enumerate classes would appear to be one precursor to being able to adopt alternative units of counting and to attaining later math concepts (i.e., base systems). The facilitation of 4-year-olds ability to enumerate classes was examined for three variables: (1) alternative class labels, (2) salient unifiers (containment) and (3) set size. In Experiments 1 and 2, four-year-olds\u27 ability to enumerate classes with different labels was examined. In Experiment 3, four-year-olds\u27 ability to enumerate classes with contained sets was examined. Lastly, in Experiment 4, four-year-olds\u27 ability to enumerate classes with large size sets was examined. Overall, about 50% the subjects could not quantify classes: most children\u27s responses were bimodal. A bias to process discrete physical entities rather than labels or perceptual properties appears to account for the children\u27s performance

Young children\u27s individuation of object sets: Grasping an alternative unit of count

Young children\u27s concept of what units can be counted—for example, individuals, classes and kinds—changes with age. It is important to understand how young children master the concept of counting varied units given that mastering alternative units is a basic skill in understanding our base system of counting (e.g., understanding that ten tens equal 100). An ability to enumerate classes would appear to be one precursor to being able to adopt alternative units of counting and to attaining later math concepts (i.e., base systems). The facilitation of 4-year-olds ability to enumerate classes was examined for three variables: (1) alternative class labels, (2) salient unifiers (containment) and (3) set size. In Experiments 1 and 2, four-year-olds\u27 ability to enumerate classes with different labels was examined. In Experiment 3, four-year-olds\u27 ability to enumerate classes with contained sets was examined. Lastly, in Experiment 4, four-year-olds\u27 ability to enumerate classes with large size sets was examined. Overall, about 50% the subjects could not quantify classes: most children\u27s responses were bimodal. A bias to process discrete physical entities rather than labels or perceptual properties appears to account for the children\u27s performance.

Evaluation Results of the Delaware State Improvement Grant: YEAR 3 Analysis of Student Assessment Resulsts Spring 2005

The primary focus of this five-year evaluation is to provide information regarding how well the project has met its primary goals: -To improve literacy and reading skills for children with disabilities, and -All students with mild and moderate disabilities will gain access to and progress in the general curriculum

Evaluation Results of the Delaware State Improvement Grant Year 4: Analysis of 2006 Assessment Results

In 2002, the U.S. Department of Education awarded a five-year State Improvement Grant (SIG)to the Delaware Department of Education. This report details the reading assessment results from the Delaware Student Testing Program (DSTP) for the 2006 spring administration and when appropriate, compares the performance of students from the spring 2003, 2004, and 2005 administrations. Through this initiative, students with disabilities will receive instruction aimed to improve literacy and reading skills in an inclusive educational environment through the use of trained teachers and the implementation of scientifically-based research regarding the teaching of early literacy and reading skills

Evaluation of Delaware's State Improvement Grant Initiative - Year I- Outcome Evaluation Report

This project evaluates two major goals: improved literacy and reading skills for children with disabilities in preschool, kindergarten-3rd grade and 4th-12th; and all students with mild or moderate disabilities will gain access to, and progress in, the general curriculum. Since many of the activities were implemented for the first time in spring 2004, much of the data can be considered baseline.Delaware Department of Educatio