The Early Prevention of Mathematics Difficulty: Its Power and Limitations

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
Titel	The Early Prevention of Mathematics Difficulty: Its Power and Limitations
Quelle	In: Journal of Learning Disabilities, 45 (2012) 3, S.257-269 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412442167
Schlagwörter	Achievement Gap; Mathematics Curriculum; Learning Disabilities; Mathematics Instruction; Response to Intervention; Accessibility (for Disabled); Robustness (Statistics); Program Effectiveness; Program Evaluation; Tutoring; Academic Support Services; Meta Analysis; Mathematics Achievement; At Risk Students; Outcome Measures; Early Intervention; Performance Factors + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Accessibility; Zugänglichkeit; Widerstandsfähigkeit; Programme evaluation; Programmevaluation; Förderkonzept; Nachhilfeunterricht; Meta-analysis; Metaanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator
Abstract	In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10