Abstract
Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials
have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) were randomly assigned
to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in
small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects
were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35).
However, only the effects on word problems were significant, and all effects disappeared after the children undertook a
second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing
children, but (b) frequent and long-term interventions are needed for the positive effects to last.