Abstracts - Earli

N 2231 August 2007 16:00 - 17:20Room: 7.59Paper SessionDeveloping potentials for learningChair:Angela O’Donnell, Rutgers, The State University of New Jersey, USAPreschool children’s knowledge of approximate arithmeticCamilla Gilmore, University of Nottingham, United KingdomShannon McCarthy, Harvard University, USAElizabeth Spelke, Harvard University, USAYoung children struggle to perform exact arithmetic and rely on slow, effortful countingprocedures involving counters or fingers. However, recent research has suggested that preschoolchildren understand arithmetic when it involves approximate non-symbolic numericalrepresentations (e.g. Barth et al, 2005). We examined whether children are able to harness thisability to perform approximate symbolic arithmetic. In three experiments we investigatedpreschool and kindergarten children’s ability to perform approximate and exact arithmetic withsymbolic representations of number. In Experiment 1 we gave a group of 5- to 6-year-oldsapproximate addition problems presented with symbolic numbers (e.g. If Pooh has 21 candies andgets 30 more, and Tigger has 34 candies, who has more?). The children were able to judgeaccurately whether the sum of the addends was more or less than the comparison quantity. InExperiment 2 we replicated this finding in a public kindergarten setting with a group of childrenfrom broad socioeconomic backgrounds. In Experiment 3 we compared 5- to 6-year-old children’sability to perform approximate and exact addition problems with the same question format. Thechildren were able to judge accurately whether the sum of the addends was more or less than acomparison quantity when approximate comparisons were involved but not when exactcomparisons were required. These studies show that young children from a broad range ofbackgrounds can solve approximate arithmetic problems before they receive formal arithmeticinstruction. Although young children may struggle to perform exact arithmetic, they haveremarkable skill with approximate arithmetic. Instruction in school mathematics may be enhancedby building on children’s pre-existing knowledge of approximate arithmetic.Early identification and remediation of children at-risk for reading difficulties in Greek: acomparison of two theory-driven programsTimothy C. Papadopoulos, University of Cyprus, CyprusPanayiota Kendeou, Cyprus Pedagogical Institute, CyprusGiorgos Charalambous, University of Cyprus, CyprusRania Hadjicosta, University of Cyprus, CyprusThis study is an on-going longitudinal experiment that compares a cognitive (PREP: PASSReading Enhancement Program) and a neuropsychological program with strong phonological,naming speed, and meaning components (DEST-RT: DEST Remedial Tool). PREP was designedto improve selected aspects of children’s information processing skills with ultimate aim toincrease their word reading and decoding abilities (see original work by Das, Mishra, & Pool,1995). DEST-RT, in turn, was based on a model of literacy development including both writingand reading, and their interaction. Twenty-eight children aged 6.6, matched on the basis of age,– 767 –