Mathematics Intervention for First- and Second-Grade Students with Mathematics Difficulties: The Effects of Tier 2 Intervention Delivered as Booster Lessons

Autor/inn/en	Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell; Scammacca, Nancy; Chavez, Melissa M.
Titel	Mathematics Intervention for First- and Second-Grade Students with Mathematics Difficulties: The Effects of Tier 2 Intervention Delivered as Booster Lessons
Quelle	In: Remedial and Special Education, 29 (2008) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932507309712
Schlagwörter	Grade 2; Grade 1; Mathematics Skills; Intervention; Mathematics Instruction; Elementary School Students; Elementary School Mathematics; Teaching Methods; Program Effectiveness; Effect Size; Arithmetic + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15- min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the "Texas Early Mathematics Inventories-Progress Monitoring" (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students. (Contains 2 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10