TITLE

THE EFFECTS OF TIER 2 INTERVENTION ON THE MATHEMATICS PERFORMANCE OF FIRST-GRADE STUDENTS WHO ARE AT RISK FOR MATHEMATICS DIFFICULTIES

AUTHOR(S)
Bryant, Diane Pedrotty; Bryan, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy
PUB. DATE
April 2008
SOURCE
Learning Disability Quarterly;Spring2008, Vol. 31 Issue 2, p47
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score.
ACCESSION #
32109179

 

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