The Effects of Tier 2 Mathematics Interventions for Students with Mathematics Difficulties: A Meta-Analysis

Autor/inn/en	Jitendra, Asha K.; Alghamdi, Ahmed; Edmunds, Rebecca; McKevett, Nicole M.; Mouanoutoua, John; Roesslein, Rachel
Titel	The Effects of Tier 2 Mathematics Interventions for Students with Mathematics Difficulties: A Meta-Analysis
Quelle	In: Exceptional Children, 87 (2021) 3, S.307-325 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jitendra, Asha K.) ORCID (Mouanoutoua, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920969187
Schlagwörter	Mathematics Instruction; Learning Problems; Intervention; Program Effectiveness; Response to Intervention; Mathematics Skills; Students with Disabilities; Student Needs; Effect Size; Student Characteristics; Research Methodology; English Language Learners; Special Education; Low Income Students; Elementary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernproblem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Research method; Forschungsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01