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Schumacher, Robin; Krowka, Sarah; Haymond, Kelly; Newman-Gonchar, Rebecca; Gersten, Russell – Instructional Research Group, 2020
This report examines which instructional components (e.g., visual representations, use of number lines, teaching and using of mathematical language) and study features (e.g., group size, interventionist training) may have contributed to the effectiveness of intervention. In choosing to focus on instructional components and study features, the…
Descriptors: Intervention, Numbers, Mathematics Instruction, Instructional Effectiveness
Schumacher, Robin; Jayanthi, Madhavi; Gersten, Russell; Dimino, Joseph; Spallone, Samantha – Instructional Research Group, 2018
A solid foundation in fractions is a key predictor of success in algebra and more advanced mathematics, which in turn is predictive of entry into higher education and many high-paying vocations. Yet, when fractions are introduced into the mathematics curriculum in upper elementary grades (grades 4 and 5), many students demonstrate minimal growth…
Descriptors: Academic Failure, Prevention, Intervention, Small Group Instruction
Newman-Gonchar, Rebecca; Haymond, Kelly; Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi – Instructional Research Group, 2018
The purpose of this brief is to present an overall picture of how well early reading interventions are working for students in Grades 1-3. Using a meta-analytic approach, this paper combines findings from several studies to determine the effectiveness of early reading interventions for students who are struggling with learning to read.
Descriptors: Reading Difficulties, Reading Instruction, Beginning Reading, Evidence Based Practice
Jayanthi, Madhav; Gersten, Russell; Spallone, Samantha; Dimino, Joseph; Schumacher, Robin; Smolkowski, Keith; Karp, Karen; Haymond, Kelly – Instructional Research Group, 2018
The goal of this randomized controlled trial (RCT) was to evaluate the effectiveness of a small-group intervention in fractions for fifth-graders who are performing below grade level in mathematics. The impact of the fractions intervention was assessed on fifth-grade at-risk students' understanding of foundational fractions concepts and procedural…
Descriptors: Fractions, Mathematics Achievement, Small Group Instruction, Grade 5
Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Newman-Gonchar, Becky – Instructional Research Group, 2015
The purpose of this efficacy study was to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary, on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first grade teachers in Title 1 schools. This multi-site cluster randomized trial was implemented…
Descriptors: Faculty Development, Elementary School Teachers, Grade 1, Vocabulary
Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan – Instructional Research Group, 2009
The purpose of this study was to use meta-analysis to synthesize findings from randomized control trials and quasi-experimental research on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. A search of the literature from January 1971 to August 2007 resulted in a total of 42 interventions (41…
Descriptors: Mathematics Instruction, Intervention, Learning Disabilities, Students with Disabilities
Gersten, Russell; Dimino, Joe; Jayanthi, Madhavi; Kim, Jimmy; Santoro, Lana – Instructional Research Group, 2009
Randomized field trials were used to examine the impact of the Teacher Study Group, a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the corollary comprehension and vocabulary achievement of their students. The multi-site study was conducted during…
Descriptors: Faculty Development, Elementary School Teachers, Grade 1, Program Effectiveness
Baker, Scott K.; Gersten, Russell; Haager, Diane; Dingle, Mary; Goldenberg, Claude – Instructional Research Group, 2005
Validation of a classroom observation measure for use with English Learners (ELs) in Grade 1 is the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate overall ratings of instructional quality on a number of dimensions. In these classrooms, the reading performance of…
Descriptors: Second Language Learning, Grade 1, Reading Skills, Teaching Methods