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

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL Learning Disability Quarterly Pub Date : 2020-11-16 DOI:10.1177/0731948720972411

Ben Clarke, Nancy Nelson, Leanne Ketterlin Geller, Derek B. Kosty, K. Smolkowski, Taylor Lesner, David Furjanic, Hank Fien

{"title":"Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention","authors":"Ben Clarke, Nancy Nelson, Leanne Ketterlin Geller, Derek B. Kosty, K. Smolkowski, Taylor Lesner, David Furjanic, Hank Fien","doi":"10.1177/0731948720972411","DOIUrl":null,"url":null,"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.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720972411","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disability Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0731948720972411","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 2

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.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

调查二年级分数干预的前景

这项试点研究考察了为有数学困难风险的学生提供二级六年级干预计划的前景。该研究采用了准实验设计。最终样本包括112名接受治疗（促进代数准备）的学生和86名接受对照（标准地区实践）的学生。促进代数准备课程由93节课组成，分为四个部分，重点是分数的关键概念和应用。数学成绩的测量是在前测和后测中收集的。可行性和可用性数据表明，用户的印象良好，实施忠诚度很高。在四项数学成绩的近距离测量中，有两项，接受治疗的学生的增益得分显著高于对照组。在额外的近端和远端测量中发现了积极而不显著的影响。讨论了多层服务提供模式对教育工作者为高危学生提供教学的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.