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ERIC Number: EJ888596
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0731-9487
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties
Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy
Learning Disability Quarterly, v31 n2 p47-63 Spr 2008
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score. (Contains 4 figures and 1 table.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Kindergarten; Preschool Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
IES Cited: ED504995