Prevention: Necessary but Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention

Autor/inn/en	Bailey, Drew H.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Geary, David C.; Fuchs, Douglas
Titel	Prevention: Necessary but Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention
Quelle	In: Child Development, 91 (2020) 2, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilbert, Jennifer K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13175
Schlagwörter	Grade 1; Grade 2; Grade 3; Elementary School Students; Intervention; Arithmetic; At Risk Students; Comparative Analysis; Teaching Methods; Mathematics Achievement; Mathematics Tests; Reading Tests; Mathematics Instruction; Followup Studies; Outcomes of Education + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Mathematics lessons; Mathematikunterricht; Follow-up studies; Kontaktstudium; Lernleistung; Schulerfolg
Abstract	We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01