Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention

Autor/inn/en	Clarke, Ben; Nelson, Nancy J.; Ketterlin Geller, Leanne; Kosty, Derek; Smolkowski, Keith; Lesner, Taylor; Furjanic, David; Fien, Hank
Titel	Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention
Quelle	In: Learning Disability Quarterly, 45 (2022) 4, S.252-266 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720972411
Schlagwörter	Grade 6; Fractions; Mathematics Instruction; At Risk Students; Algebra; Readiness; Mathematics Achievement; Program Effectiveness; Achievement Gains; Learning Disabilities; Teaching Methods; Middle School Students; Mathematical Concepts; Concept Formation; Intervention; Oregon + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Concept learning; Begriffsbildung
Abstract	This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program consisted of 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than those of control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01