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Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Turtura, Jessica; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Exceptional Children, 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…

Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten

Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Journal of Special Education, 2017

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

Descriptors: Numbers, Mathematics Skills, Mathematics Achievement, At Risk Students

Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Grantee Submission, 2017

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

Descriptors: Achievement Tests, At Risk Students, Comparative Analysis, Control Groups

Clarke, Ben; Strand Cary, Mari G.; Shanley, Lina; Sutherland, Marah – Grantee Submission, 2018

This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the…

Descriptors: Mathematics Instruction, Mathematics Achievement, Number Concepts, Numbers