Literaturnachweis - Detailanzeige
| Autor/inn/en | Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Cary, Mari Strand |
|---|---|
| Titel | Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention |
| Quelle | 49 (2016) 2, S.152-165 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1177/0022219414538514 |
| Schlagwörter | Achievement Gains; At Risk Students; Control Groups; Educational Practices; Effect Size; Experimental Groups; Intervention; Kindergarten; Mathematics Achievement; Number Concepts; Numbers; Observation; Pretests Posttests; Response to Intervention; Statistical Analysis; Teaching Methods |
| Abstract | This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. [This article was published in "Journal of Learning Disabilities," EJ1090698.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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