Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties The Effects of Tier 2 Intervention Delivered as Booster Lessons

被引：90

作者：

Bryant, Diane Pedrotty ^{[1
]}

Bryant, Brian R.

Gersten, Russell ^{[2
]}

Scammacca, Nancy

Chavez, Melissa M. ^{[3
]}

机构：

[1] Univ Texas Austin, Coll Educ, Austin, TX 78712 USA

[2] Instruct Res Grp, Long Beach, CA USA

[3] Univ Texas Austin, Elementary Sch, Austin, TX 78712 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2008年 / 29卷 / 01期

关键词：

Tier; 2; intervention; response-to-intervention; mathematics intervention; mathematics difficulties;

D O I：

10.1177/0741932507309712

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.

引用

页码：20 / 32

页数：13

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