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ERIC Number: EJ1115265
Record Type: Journal
Publication Date: 2016
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention
Clarke, Ben; Doabler, Christian; Smolkowski, Keith; Kurtz Nelson, Evangeline; Fien, Hank; Baker, Scott K.; Kosty, Derek
Journal of Research on Educational Effectiveness, v9 n4 p607-634 2016
This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly assigned to treatment or control conditions. Measures of mathematics achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (delayed posttest). Significant differences between conditions favoring treatment students were found on four of six measures at posttest. Treatment students reduced the achievement gap with their not-at-risk peers. No effect was found on follow-up first-grade achievement scores. Implications for Tier 2 mathematics instruction in a Response to Intervention model are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Stanford Achievement Tests
IES Funded: Yes
Grant or Contract Numbers: R324A120304