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ERIC Number: ED521567
Record Type: Non-Journal
Publication Date: 2009
Pages: 33
Abstractor: ERIC
Reference Count: 40
A Summary of Nine Key Studies: Multi-Tier Intervention and Response to Interventions for Students Struggling in Mathematics
Newman-Gonchar, Rebecca; Clarke, Benjamin; Gersten, Russell
Center on Instruction
This summary of nine studies provides information about evidence-based practices for Tier 2 interventions and how to use Response to Intervention (RTI) in mathematics. It gives a critical technical analysis and review of research on RTI and multi-tiered instructional systems. In an earlier Center on Instruction publication, the authors described valid and reliable measures for early screening and identification of students with mathematics disabilities and systems for progress monitoring in mathematics (Gersten, Clarke, & Jordan, 2007). Research articles are often hard to read and filled with irrelevant information. With the reauthorization of IDEA (Individuals With Disabilities Education Act), state and local school officials have been given permission to use Response to Intervention as one way to help students in need of instructional intervention and to identify those students who need further services. Interest in Response to Intervention has increased tremendously as a result, especially in Title I schools. This summary will help inform those who are interested in this field about the most current research available. (Contains 2 footnotes.)
Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Center on Instruction; University of Houston, Texas Institute for Measurement, Evaluation, and Statistics
IES Cited: ED507315