Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties-Reference-Cited by-同舟云学术

Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties

Published:2008-01 Issue:1 Volume:29 Page:20-32
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

Bryant Diane Pedrotty¹,Bryant Brian R.²,Gersten Russell³,Scammacca Nancy²,Chavez Melissa M.⁴

Affiliation:

1. University of Texas at Austin, .

2. University of Texas at Austin

3. Instructional Research Group, Long Beach, California

4. University of Texas Elementary School, Austin

Abstract

This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories—Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0741932507309712

Reference47 articles.

1. A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students

2. Characteristic Behaviors of Students with LD Who Have Teacher-Identified Math Weaknesses

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