Pub Date : 2023-07-17DOI: 10.1177/07319487231185133
Soyoung Park, Young Ri Lee, Gena Nelson, Elizabeth Tipton
Meta-analysis methodology has evolved with the development of more robust statistical techniques; however, few reviews in special education have focused specifically on methodological rigor in meta-analyses. In this study, we examined 29 meta-analyses of mathematics interventions published from 2000 to 2022 to determine the extent to which researchers have applied four best practices in meta-analyses focused on mathematics interventions for students with disabilities. Our findings were (a) studies used three primary moderator techniques: meta-regression ( k = 10), subgroup analysis ( k = 8), analysis of variance ( k = 3), and both subgroup analysis and meta-regression ( k = 1); (b) only one study considered small sample corrections for hypothesis tests; (c) few researchers handled the dependence between multiple effect sizes ( k = 3); and (d) the funnel plot was commonly used to detect publication bias ( k = 8). Based on our findings, we make recommendations for methodological considerations for future meta-analyses.
{"title":"Four Best Practices for Meta-Analysis: A Systematic Review of Methodological Rigor in Mathematics Interventions for Students With or at Risk of Disabilities","authors":"Soyoung Park, Young Ri Lee, Gena Nelson, Elizabeth Tipton","doi":"10.1177/07319487231185133","DOIUrl":"https://doi.org/10.1177/07319487231185133","url":null,"abstract":"Meta-analysis methodology has evolved with the development of more robust statistical techniques; however, few reviews in special education have focused specifically on methodological rigor in meta-analyses. In this study, we examined 29 meta-analyses of mathematics interventions published from 2000 to 2022 to determine the extent to which researchers have applied four best practices in meta-analyses focused on mathematics interventions for students with disabilities. Our findings were (a) studies used three primary moderator techniques: meta-regression ( k = 10), subgroup analysis ( k = 8), analysis of variance ( k = 3), and both subgroup analysis and meta-regression ( k = 1); (b) only one study considered small sample corrections for hypothesis tests; (c) few researchers handled the dependence between multiple effect sizes ( k = 3); and (d) the funnel plot was commonly used to detect publication bias ( k = 8). Based on our findings, we make recommendations for methodological considerations for future meta-analyses.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46597987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/07319487231182133
Cassidi L. Richmond, M. Daucourt, S. Hart, E. Solari
This study examined the heterogeneity of literacy profiles for adolescents with and without a specific learning disability (SLD). Student subgroups displaying common patterns of performance in word-level skills and reading comprehension were identified through latent profile analysis. Results indicate most of the total sample demonstrated below-average performance in one or both areas with word-level skill difficulties being more common than difficulties in reading comprehension alone. Changes in reading performance by profile over time (Grades 6–8) were examined through a latent transition analysis revealing consistent patterns in the SLD sample and variable patterns in the typically developing sample. Resulting profiles were utilized to predict performance on an end-of-year broad reading comprehension measure indicating very little change in performance over time. Findings suggest large numbers of adolescents with concurrent word-level and reading comprehension difficulties likely need sustained intervention in word-level skills to support their reading comprehension.
{"title":"Examining the Word-Level Skill and Reading Comprehension Profiles of Adolescents With and Without Specific Learning Disabilities","authors":"Cassidi L. Richmond, M. Daucourt, S. Hart, E. Solari","doi":"10.1177/07319487231182133","DOIUrl":"https://doi.org/10.1177/07319487231182133","url":null,"abstract":"This study examined the heterogeneity of literacy profiles for adolescents with and without a specific learning disability (SLD). Student subgroups displaying common patterns of performance in word-level skills and reading comprehension were identified through latent profile analysis. Results indicate most of the total sample demonstrated below-average performance in one or both areas with word-level skill difficulties being more common than difficulties in reading comprehension alone. Changes in reading performance by profile over time (Grades 6–8) were examined through a latent transition analysis revealing consistent patterns in the SLD sample and variable patterns in the typically developing sample. Resulting profiles were utilized to predict performance on an end-of-year broad reading comprehension measure indicating very little change in performance over time. Findings suggest large numbers of adolescents with concurrent word-level and reading comprehension difficulties likely need sustained intervention in word-level skills to support their reading comprehension.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43258288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1177/07319487231182697
J. McKenna, Michael Solis, J. Garwood, Melissa Parenti
Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.
{"title":"Characteristics of Individualized Education Programs for Students With Learning Disabilities: A Systematic Review","authors":"J. McKenna, Michael Solis, J. Garwood, Melissa Parenti","doi":"10.1177/07319487231182697","DOIUrl":"https://doi.org/10.1177/07319487231182697","url":null,"abstract":"Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41656113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.1177/07319487231182407
A. Yakut, Savas Akgul
Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research ( k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.
{"title":"A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities","authors":"A. Yakut, Savas Akgul","doi":"10.1177/07319487231182407","DOIUrl":"https://doi.org/10.1177/07319487231182407","url":null,"abstract":"Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research ( k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42891866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1177/07319487231176780
Kristie L. Calvin, Shelley Gray
The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish–English bilingual students with learning disabilities. Students included two females and one male. Using a multiple baseline single case design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students’ performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map within four sessions. Text comprehension scores began to increase within three sessions. Results showed the positive effect of using the funnel map for improving comprehension of expository texts. Individual TAU effect sizes (.81–.92) and overall TAU-U effect sizes (.86) and a Between Case-Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective.
{"title":"Improving Expository Text Comprehension in Adolescent Spanish–English Bilingual Learners With Learning Disabilities Using a Graphic Organizer","authors":"Kristie L. Calvin, Shelley Gray","doi":"10.1177/07319487231176780","DOIUrl":"https://doi.org/10.1177/07319487231176780","url":null,"abstract":"The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish–English bilingual students with learning disabilities. Students included two females and one male. Using a multiple baseline single case design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students’ performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map within four sessions. Text comprehension scores began to increase within three sessions. Results showed the positive effect of using the funnel map for improving comprehension of expository texts. Individual TAU effect sizes (.81–.92) and overall TAU-U effect sizes (.86) and a Between Case-Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135703375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-03DOI: 10.1177/07319487231176544
S. Layes, S. Tibi, Marjolaine Cohen, L. Lombardino
This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children’s performance on color and black–white RAN plates. Participants were 114 Arabic-speaking third graders who were tested for word and pseudoword reading accuracy, word reading fluency, rapid automatic naming, and letter scanning and searching abilities. Comparative analyses showed that while children with dyslexia did not differ from controls on the RAN object color task, they did show slower average naming speeds than the controls on the black–white version of the objects task. Similarly, the children with dyslexia showed slower average naming speeds than controls on both the color and black–white versions of the RAN letters task. In addition, hierarchical regression analyses showed that word reading accuracy, word reading fluency and pseudoword reading were significantly predicted by RAN black-white objects and RAN letters both versions after controlling for Age, IQ and visual search. Furthermore, group predicted the interference in letter RAN but not in object RAN. Findings of the current study have implications for the positive impact of color on object-naming tasks.
{"title":"Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color","authors":"S. Layes, S. Tibi, Marjolaine Cohen, L. Lombardino","doi":"10.1177/07319487231176544","DOIUrl":"https://doi.org/10.1177/07319487231176544","url":null,"abstract":"This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children’s performance on color and black–white RAN plates. Participants were 114 Arabic-speaking third graders who were tested for word and pseudoword reading accuracy, word reading fluency, rapid automatic naming, and letter scanning and searching abilities. Comparative analyses showed that while children with dyslexia did not differ from controls on the RAN object color task, they did show slower average naming speeds than the controls on the black–white version of the objects task. Similarly, the children with dyslexia showed slower average naming speeds than controls on both the color and black–white versions of the RAN letters task. In addition, hierarchical regression analyses showed that word reading accuracy, word reading fluency and pseudoword reading were significantly predicted by RAN black-white objects and RAN letters both versions after controlling for Age, IQ and visual search. Furthermore, group predicted the interference in letter RAN but not in object RAN. Findings of the current study have implications for the positive impact of color on object-naming tasks.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42168687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-27DOI: 10.1177/07319487231171380
Parnika Bhatia, Jessica Léone, Marie-Line Gardes, J. Prado
Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. Here, we administered an un-timed, paper-based fraction achievement test to adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD.
{"title":"Fraction Knowledge in Adults With Persistent Mathematics Difficulties","authors":"Parnika Bhatia, Jessica Léone, Marie-Line Gardes, J. Prado","doi":"10.1177/07319487231171380","DOIUrl":"https://doi.org/10.1177/07319487231171380","url":null,"abstract":"Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. Here, we administered an un-timed, paper-based fraction achievement test to adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/07319487231176545
Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck
The purpose of this study was to investigate the effects of the concrete-representational-abstract–integrated (CRA-I) sequence on students with learning disabilities’ performance when learning fraction and decimal concepts. Three elementary students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The intervention involved explicit use of fraction blocks, coins, base ten blocks, number lines, pictures, and abstract symbols to teach unit fractions, fraction and decimal equivalence, addition of fractions with unlike denominators, and writing fractions as decimals. The researchers demonstrated a functional relation between CRA-I and three different behaviors related to fraction concepts: decreased error in estimating fraction magnitude, addition of unlike fractions, and writing fractions as decimals. The findings show promise in the use of CRA-I for teaching fraction concepts to students with learning disabilities.
{"title":"Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities","authors":"Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck","doi":"10.1177/07319487231176545","DOIUrl":"https://doi.org/10.1177/07319487231176545","url":null,"abstract":"The purpose of this study was to investigate the effects of the concrete-representational-abstract–integrated (CRA-I) sequence on students with learning disabilities’ performance when learning fraction and decimal concepts. Three elementary students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The intervention involved explicit use of fraction blocks, coins, base ten blocks, number lines, pictures, and abstract symbols to teach unit fractions, fraction and decimal equivalence, addition of fractions with unlike denominators, and writing fractions as decimals. The researchers demonstrated a functional relation between CRA-I and three different behaviors related to fraction concepts: decreased error in estimating fraction magnitude, addition of unlike fractions, and writing fractions as decimals. The findings show promise in the use of CRA-I for teaching fraction concepts to students with learning disabilities.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49444260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1177/07319487231171388
Stacie Brady, L. Mason
Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing including students with disabilities. The 10 studies included a total of 411 participants ranging from kindergarten to 12th grade. All 10 studies used an experimental pre/post-test design to determine growth in morphological awareness as well as assessed areas in word identification, spelling, reading comprehension, vocabulary, and written composition. The assessments across the studies varied including standardized and nonstandardized measures. Effect sizes for standardized measures range from 0.0 to 0.97. Effect sizes for nonstandardized measures ranged from −0.03 to 2.96. Results indicate that morphological instruction, including short-term interventions, is beneficial to students at risk of future reading difficulties.
{"title":"A Literature Review of Morphological Awareness Interventions and the Effects on Literacy Outcomes","authors":"Stacie Brady, L. Mason","doi":"10.1177/07319487231171388","DOIUrl":"https://doi.org/10.1177/07319487231171388","url":null,"abstract":"Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing including students with disabilities. The 10 studies included a total of 411 participants ranging from kindergarten to 12th grade. All 10 studies used an experimental pre/post-test design to determine growth in morphological awareness as well as assessed areas in word identification, spelling, reading comprehension, vocabulary, and written composition. The assessments across the studies varied including standardized and nonstandardized measures. Effect sizes for standardized measures range from 0.0 to 0.97. Effect sizes for nonstandardized measures ranged from −0.03 to 2.96. Results indicate that morphological instruction, including short-term interventions, is beneficial to students at risk of future reading difficulties.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46970867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1177/07319487231168385
Taylor Lesner, Ben Clarke, Derek B. Kosty, Nancy Nelson, L. Ketterlin-Geller, K. Smolkowski
This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (post-test). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed.
{"title":"Exploring the Relationship Between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention","authors":"Taylor Lesner, Ben Clarke, Derek B. Kosty, Nancy Nelson, L. Ketterlin-Geller, K. Smolkowski","doi":"10.1177/07319487231168385","DOIUrl":"https://doi.org/10.1177/07319487231168385","url":null,"abstract":"This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (post-test). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48627688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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