Back to CRiME home page Collaborative Group for Research in Mathematics Education
The aim of this work was to diagnose and remediate those children with severe difficulties in counting in the first few years of schooling.
Tests based on the Steffe-Cobb counting types proved useful in identifying children with counting difficulties. This research project focussed on the co-occurrence of counting difficulties and reading difficulties, possible common causes, and the schemes that children with these difficulties use in structured remedial activities.
The tests used to assess children included:
The research team for this project included Gary Davis, Keith Jones, Geraldine Price, Keith Smith (School of Education, University of Southampton, U.K.) and Catherine Pearn, Marguerite Merrifield & Helen Mihalic (Graduate School of Education, La Trobe University, Melbourne, Australia).
Publications (in date order)
Davis, G., Pearn, C., Price, G. & Smith. K. (1997), Counting and reading in the early years of schooling. In: Hejny, M. & Novotna, J. (Eds.) International Symposium: Elementary Maths Teaching SEMT97, pp. 97-100. Prague: Charles University.
Davis, G., Merrifield, M., Pearn, C., Price, G. & Smith. K. (1997), Connections Between Counting and Reading. Pre-print
Ackerman, P.T., Anhalt, J. M. and Dykman, R. A. (1986), Arithmetic automation failure in children with attention and reading disorders: Associations and sequela. Journal of Learning Disabilities, 19(4), 222-232.
Ashcraft, M. H. (1992), Cognitive arithmetic: A review of data and theory. Cognition, 44, 75-106.
Clay, M. M. (1987), Implementing Reading Recovery: Systematic adaptations to an educational innovation. New Zealand Journal of Educational Studies, 22 (1), 35-58
de Jong, P. F. and Das-Smaal, E. A. (1995), Attention and intelligence: The validity of the star-counting test. Journal of Educational Psychology, 87 (1), 80-92.
Kulak, A. G. (1993), Parallels between math and reading disabilities: Common isssues and approaches. Journal of Learning Disabilities, 26 (10), 666-673.
Light, J. G. and DeFries, J. C. (1995), Comorbidity of reading and mathematics disabilities: Genetic and environmental etiologies. Journal of Learning Disabilities, 28 (2), 96-106.
Muth, K. D. (1984), Solving arithmetic word problems: Role of reading and computational skills. Journal of Educational Psychology, 76, 205-210.
Myklebust, H. R. (1981), The Pupil Rating Scale Revised. (Screening for Learning Disabilities). New York: Grune and Stratton.
Pearn, C. A. (1997), A review of five years' testing for Mathematics Intervention: Is there a correlation between learning to count and learning to read? Paper submitted to the Mathematics Education Research Group of Australasia annual conference, Auckland, New Zealand, July 1997.
Pearn, C. A. (1996), Mathematics Intervention: Interactions Between Counting and Reading? Pre-print
Pearn, C. A. and Merrifield, M. (1996), Strategies for classroom teachers: A lesson from Mathematics Intervention. Mathematical Association of Victoria.
Pearn, C. A. (1994), A connection between mathematics and language development in early mathematics. In G. Bell, R. Wright, N. Leeson & J. Geake (Eds.), Challenges in Mathematics Education: Constraints on Construction, Vol 2, pp. 463-470. Lismore, NSW: Southern Cross University.
Pearn, C. A., Merrifield, M., & Mihalic, H. (1994), Mathematics Intervention: A Pilot Program in Mathematics Recovery Education. Paper presented at the Emilio Reggio Conference, Melbourne University. September, 1994.
Pearn, C. A., Merrifield, M., & Mihalic, H. (1994), Intensive strategies with young children: A mathematics intervention program. In D. Rasmussen & K. Beesey (Eds.), Mathematics Without Limits. Brunswick: Mathematical Association of Victoria.
Richman, L. C. (1983), Language-learning disability: Issues, research and future directions. In M. Wolraich and D.K. Rouyh (Eds.), Advances in developmental and behavioral pediatrics, 45, 87-107. Greenwich, CT: JAI Press.
Steffe, L. P., Von Glasersfeld, E., Richards, J. & Cobb, P. (1983), Children's Counting Types: Philosophy, Theory, and Application. New York: Praeger.
Steffe, L. P., Cobb, P. and von Glasersfeld, E. (1988), Construction of Arithmetical Meanings and Strategies. New York: Springer-Verlag.
Wright, R. J. (1991), The role of counting in children's numerical development, The Australian Journal of Early Childhood, 16(2), 43-48.
Wright, R. J. (April, 1994), An application of methods and results of a radical constructivist research program to professional development in recovery education. Paper presented at the Symposium on Radical Constructivism in Honour of Ernst von Glasersfeld, Atlanta. April 2-3.
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