Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction

Burns, Matthew K.; Codding, Robin S.; Boice, Christina H.; Lukito, G.

doi:10.1080/02796015.2010.12087791

Cited by 153 publications

(78 citation statements)

References 57 publications

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“…L. Swanson & Beebe-Frankenberger, 2004). Finally, it is also interesting to note that in the math literature, arguments have been made to use initial skill level for response to mathematics intervention (Burns et al, 2010, 2016), although much such work occurs with younger children. Yet, it is interesting that these math calculation and fluency tasks were significant predictors of word reading groups while more cognitively verbal tasks such as the KBIT-2 were not.…”

Section: Discussionmentioning

confidence: 99%

The Critical Role of Word Reading as a Predictor of Response to Intervention

et al. 2019

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This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties ( N = 481) were classified into three clusters of word reading proficiency based on their pretest performance: (a) very low, (b) low, and (c) near adequate. We examined their performance on several academic, language, and executive functioning measures at the beginning of the year and their reading comprehension performance at the beginning of year and after 1 year of reading intervention to examine how each cluster responded to instruction. Results from a discriminant function analysis indicated that performance on five pretest variables were meaningful predictors of word reading proficiency cluster membership: phonological processing, writing fluency, math calculation, math fluency, and reading efficiency and comprehension. Results also demonstrated that word reading proficiency at pretest was related to response to intervention on reading comprehension measures. Students in the very low word reading proficiency cluster showed minimal response to intervention whereas the near-adequate word reading cluster demonstrated greatest response to intervention. These results suggest word reading is a critical predictor of response to intervention for students with significant comprehension problems in the upper elementary grades and that students with the most substantial word reading problems may require more intensive and specialized treatments than students with greater word reading performance to show meaningful progress in reading.

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Section: Discussionmentioning

confidence: 99%

The Critical Role of Word Reading as a Predictor of Response to Intervention

et al. 2019

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“…Interventionist. Seven studies employed teachers as the interventionist (Bottge, 1999;Bottge, Rueda, LaRoque, Serlin, & Kwon, 2007;Butler, Miller, Crehan, Babbitt, & Pierce, 2003;Ketterlin-Geller et al, 2008;Scarlato & Burr, 2002;Van Luit, 1994;Walker & Poteet, 1990), three used computers (Burns, Kanive, & DeGrande, 2012;Christensen & Gerber, 1990;Fuchs, Fuchs, Hamlett, & Appleton, 2002), and the remaining 15 employed researchers. Chodura and colleagues (2015) found computer-delivered interventions (ES = 0.77) to be just as effective as interventions provided by humans (ES = 0.87) for elementary students with MD.…”

Section: Characteristics Of Effective Interventionsmentioning

confidence: 99%

Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

Stevens

Rodgers

Powell

2017

Remedial and Special Education

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The purpose of this review was to conduct a meta-analysis of 25 years of mathematics interventions for students with mathematics difficulty or disability in Grades 4 through 12. A search of the literature yielded 25 studies that met the inclusion criteria. Studies were coded to extract important study information (e.g., participant information, research design, description of treatment, and comparison groups) and data needed to calculate Hedge’s g. We used robust variance estimation (RVE) to address dependence resulting from multiple outcomes per study. The RVE random-effects model estimated a treatment effect of 0.85. After adjusting for small-study effects, the final model estimated an underlying, moderate effect of 0.49 with a large amount of unexplained heterogeneity between studies. Studies with more than 15 hr of treatment and those focused on fraction content significantly moderated mathematics outcomes. Findings are limited by extreme variability across study estimates, the lack of standardized mathematics measures, and a limited number of studies across 25 years of research.

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“…To help tailor intervention to the specific needs of individual ELL students, it will be important for future researchers to directly examine possible interactions between students’ baseline level of vocabulary knowledge and the added benefits of vocabulary intervention on reading comprehension beyond the effects of fluency-building activities. Although the addition of vocabulary instruction did not improve reading comprehension overall in this study, the student with the lowest initial receptive vocabulary appeared to benefit from vocabulary instruction focused on word definitions, and two students, one also with limited receptive vocabulary, appeared to benefit from the vocabulary instruction that included processing questions; thus, there may be a skill-by-treatment interaction (Burns, Codding, Boice, & Lukito, 2010) such that students with the most limited vocabulary skills experience the most gains in reading comprehension related to vocabulary instruction. In addition, because reading fluency was similar whether 3 or 4 readings were conducted, it may be worthwhile for practitioners to implement no more than three repeated readings during reading interventions (Therrien, 2004), which may free up time to incorporate vocabulary activities.…”

Section: Discussionmentioning

confidence: 62%

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners

Johnston¹,

Mercer

Geres-Smith³

2016

Canadian Journal of School Psychology

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The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design with four ELL students in Grades 3 and 5. Results indicated that the two vocabulary instructional procedures, on average, did not affect reading comprehension. Despite no consistent overall effects, one student had better comprehension of passages used in fluency-building activities when definitions of key target words were taught, and two students demonstrated better comprehension of untaught passages following vocabulary instruction that included processing questions; however, all effects were of small magnitude. Reducing instructional time spent on fluency-building activities to incorporate the vocabulary activities did not attenuate intervention effects on reading fluency. Practical recommendations and future directions for incorporating vocabulary instruction in individual reading interventions are discussed.

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Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction

Cited by 153 publications

References 57 publications

The Critical Role of Word Reading as a Predictor of Response to Intervention

The Critical Role of Word Reading as a Predictor of Response to Intervention

Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners

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