{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,10]],"date-time":"2026-10-10T19:19:42Z","timestamp":1791659982012,"version":"4.3.4"},"reference-count":111,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2024,6,21]],"date-time":"2024-06-21T00:00:00Z","timestamp":1718928000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2024,6,21]],"date-time":"2024-06-21T00:00:00Z","timestamp":1718928000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2024,12]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>This pre\u2010 and post\u2010test randomized controlled study evaluated the effects of an intensive 9\u2010week numeracy and arithmetic programme for second\u2010grade students at risk for early MDs. The focus of the programme was students\u2019 foundational understanding of numbers and mathematical concepts and procedural fluency with arithmetic tasks.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>A total of 753 first\u2010grade students from 21 schools in Sweden were screened for low achievement in number knowledge and arithmetic.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Students considered at risk for MDs (\u226425 percentile on two consecutive first\u2010grade mathematics screenings) were individually randomized to an intervention group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200932) or control group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200930) at the beginning of second grade (7\u20138\u2009years old). Trained teachers administered the one\u2010to\u2010one, explicit programme to intervention group students in elementary school settings. The intervention group received numeracy instruction emphasizing foundational mathematics concepts and procedures. Controls received teaching as usual with potential special education support provided by their schools.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The intervention group demonstrated significantly greater improvements in conceptual knowledge, arithmetic calculations and problem\u2010solving compared to the control group, with medium size effects observed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>A supplemental and intensive programme, with explicit instruction emphasizing numeracy, substantially improved knowledge and skills essential for arithmetic learning. Instruction in conceptual number knowledge and procedures also shows a significant impact on basic arithmetic problem\u2010solving.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12705","type":"journal-article","created":{"date-parts":[[2024,6,21]],"date-time":"2024-06-21T21:43:10Z","timestamp":1719006190000},"page":"1052-1071","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["A randomized controlled study of a second grade numeracy intervention with Swedish students at\u2010risk of mathematics difficulties"],"prefix":"10.1111","volume":"94","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7495-1384","authenticated-orcid":false,"given":"Hanna","family":"Lindstr\u00f6m\u2010Sandahl","sequence":"first","affiliation":[{"name":"Department of Behavioural Sciences and Learning Link\u00f6ping University  Link\u00f6ping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0672-4061","authenticated-orcid":false,"given":"Joakim","family":"Samuelsson","sequence":"additional","affiliation":[{"name":"Department of Behavioural Sciences and Learning Link\u00f6ping University  Link\u00f6ping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0446-0827","authenticated-orcid":false,"given":"Henrik","family":"Danielsson","sequence":"additional","affiliation":[{"name":"Department of Behavioural Sciences and Learning Link\u00f6ping University  Link\u00f6ping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5234-5495","authenticated-orcid":false,"given":"Stefan","family":"Samuelsson","sequence":"additional","affiliation":[{"name":"Department of Behavioural Sciences and Learning Link\u00f6ping University  Link\u00f6ping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7824-1750","authenticated-orcid":false,"given":"\u00c5sa","family":"Elw\u00e9r","sequence":"additional","affiliation":[{"name":"Department of Behavioural Sciences and Learning Link\u00f6ping University  Link\u00f6ping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,6,21]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20100663.100.1.48"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0016838"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10643\u2010014\u20100653\u20106"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/0010\u20100277(92)90051\u2010I"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/B978-0-12-815952-1.00008-6"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/1350293X.2014.996424"},{"key":"e_1_2_11_8_1","unstructured":"Aust F. &Barth M.(2020).papaja: Create APA manuscripts with R Markdown.https:\/\/github.com\/crsh\/papaja"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.30827\/pna.v10i3.6087"},{"key":"e_1_2_11_10_1","volume-title":"The development of arithmetic concepts and skills: Constructive adaptive expertise","author":"Baroody A. 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