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ERIC Number: EJ886412
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 94
ISSN: ISSN-0279-6015
Meta-Analysis of Acquisition and Fluency Math Interventions with Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction
Burns, Matthew K.; Codding, Robin S.; Boice, Christina H.; Lukito, G.
School Psychology Review, v39 n1 p69-83 2010
Implementation of effective interventions relies on the use of assessment data to adequately describe the learning problem and offer potential solutions. The use of curriculum-based assessment and measurement when combined with the learning hierarchy could offer a paradigm for decision making based on a skill-by-treatment interaction. Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills. (Contains 3 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A