Abstract:
:The purpose of this study was to determine the effects of an early numeracy Tier 2 intervention on the mathematics performance of second-grade students with persistent mathematics difficulties. Whole number content and instructional design features were used to boost performance in second-grade early numeracy concepts and skills. Researchers employed a pretest-posttest control group design with randomized assignment of 83 students to the treatment condition and 38 students to the comparison condition. The research team's mathematics interventionists delivered instruction four days per week for 20 weeks to small groups of second-grade students who were identified with persistent mathematics difficulties. Proximal and distal measures were used to determine the effects of the intervention. Findings showed that students in the treatment group outperformed students in the comparison group on the proximal measure of mathematics performance. There were no differences between groups on the problem-solving measures.
journal_name
Behav Modifjournal_title
Behavior modificationauthors
Bryant DP,Pfannenstiel KH,Bryant BR,Roberts G,Fall AM,Nozari M,Lee Jdoi
10.1177/0145445519873651subject
Has Abstractpub_date
2021-01-01 00:00:00pages
99-121issue
1eissn
0145-4455issn
1552-4167journal_volume
45pub_type
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journal_title:Behavior modification
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