Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

Autor/inn/en	Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Fien, Hank; Smolkowski, Keith; Liu, Meijia; Baker, Scott K.
Titel	Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention
Quelle	In: Learning Disability Quarterly, 44 (2021) 1, S.50-62 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719884921
Schlagwörter	Mathematics Instruction; Kindergarten; Interaction; At Risk Students; Learning Disabilities; Predictor Variables; Mathematics Achievement; Feedback (Response); Direct Instruction; Small Group Instruction; Common Core State Standards; Teacher Student Relationship; Oregon; Massachusetts (Boston); Oregon (Portland) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Interaktion; Learning handicap; Lernbehinderung; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Common core curriculum; Curriculum; Kerncurriculum; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically validated Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multiyear, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. In addition, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01