Implementation of Early Numeracy Level 1 Intervention with First Grade Students

Abstract

This study evaluated the effectiveness of Early Numeracy Interventions Level 1 (Bryant et. al, 2011; ENI1) when used in a Montessori setting with first grade students. An ABAB design was used to evaluate the effectiveness of the intervention for the five participants. FastBridge measures of Number Identification, Place Value, and Decomposing were collected weekly. In addition, ENI1 Unit Checks were assessed before and after each unit to evaluate gains. Effect sizes were strong to poor in Number Identification, moderate to poor in Place Value and moderate to poor in Decomposing. Number Identification and Place Value showed the strongest results for most participants. Results indicated promise in using the ENI1 intervention within a nontraditional educational setting. Implications from the study are discussed in terms of ENI1’s transportability including its use in a nontraditional educational setting, considerations for who implements the intervention, and whether the intervention is acceptable by teacher and participants in a Montessori setting.