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ERIC Number: EJ1151251
Record Type: Journal
Publication Date: 2017-Jul
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0014-4029
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Powell, Sarah R.; Cirino, Paul T.; Malone, Amelia S.
Exceptional Children, v83 n4 p359-377 Jul 2017
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We randomly assigned classrooms to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scales Short Forms; Woodcock Diagnostic Reading Battery
Grant or Contract Numbers: R01HD053714; R24HD075443; HD15052