Effects of Tier 2 and Tier 3 Mathematics Interventions for Second Graders with Mathematics Difficulties

Autor/in	Dennis, Minyi Shih
Titel	Effects of Tier 2 and Tier 3 Mathematics Interventions for Second Graders with Mathematics Difficulties
Quelle	In: Learning Disabilities Research & Practice, 30 (2015) 1, S.29-42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12051
Schlagwörter	Intervention; Mathematics Education; Grade 2; Learning Problems; Replication (Evaluation); Performance Based Assessment; Instructional Effectiveness; Instructional Innovation; Mathematics Achievement; Achievement Gains; Sustainability; Teaching Methods; Individual Instruction; Time Factors (Learning); Student Improvement; Class Size + Suchen Sie Ihr Suchwort? Mathematische Bildung; School year 02; 2. Schuljahr; Schuljahr 02; Lernproblem; Leistungsermittlung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelles Lernen; Klassengröße
Abstract	Two studies were conducted to examine the effects of Tier 2 and Tier 3 mathematics interventions on students with mathematics learning difficulties. In the first study, the work of Bryant et al. was replicated and expanded upon by documenting the sustained effects of a Tier 2 mathematics intervention on mathematics performance by second graders. In the second study, the Tier 2 intervention was intensified to a Tier 3 intervention through increases in two instructional features: group size and dosage. The results of the first study showed that the Tier 2 intervention improved mathematics performance for the majority of student participated in the study, and the effect of the intervention was sustained for the majority of students who responded to the Tier 2 intervention. The results of the second study showed that intensified Tier 3 intervention that involved one-on-one instruction and extended time for daily lessons may benefit students who have persistent difficulties with learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01