ERIC Number: EJ1202484
Record Type: Journal
Publication Date: 2019-Jan
Abstractor: As Provided
Exploring the Relationship between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Turtura, Jessica; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K.
Exceptional Children, v85 n2 p129-146 Jan 2019
This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned to one of two treatment conditions (a small group of two to five students) or control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (delayed posttest). Analyses examined the moderating effects of initial student achievement level on mathematics outcomes. Results indicated that initial skill moderated student outcomes but the relationship did not differ by group size. Implications for tiered mathematics instruction are discussed.
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten, Intervention, At Risk Students, Numbers, Mathematical Concepts, Elementary School Students, Elementary School Mathematics, Pretests Posttests, Grade 1, Control Groups, Experimental Groups
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Grade 1
Authoring Institution: N/A
Identifiers - Location: Oregon