The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties

Abstract

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score.

Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty

“…In this article, we categorized students falling at or below the 21st percentile on Addition Fluency as students with MD. Typical cut‐scores for determining mathematics difficulty include students scoring at or below the 40th percentile (e.g., Jitendra et al., ), 32nd percentile (e.g., Martin et al., ), 25th percentile (e.g., Bryant et al., ; Fuchs et al., ), or 10th percentile (Geary, Hoard, Nugent, & Byrd‐Craven, ). Despite not having an agreed upon cut‐score in MD research, at or below the 21st percentile on fact retrieval based assessments is a stringent cut‐score in line with current literature.…”

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.

“…Studies were excluded if they included students with chronic mathematics difficulty for the treatment group, but included only typically achieving students for the comparison group (e.g., Räsänen, Salminen, Wilson, Aunio, & Dehaene, 2009). For this reason, regression discontinuity designs based on mathematics screening cut-scores for participants were also not considered for inclusion (e.g., Bryant, Bryant, Gersten, Scammacca, & Chavez, 2008;Bryant, Bryant, Gersten, Scammacca, Funk, et al, 2008). d) Studies were included if the participants were in preschool (at least 4 years old), kindergarten, or first grade.…”

Learning difficulties: A Portuguese perspective of a universal issue

“…Although, the response-tointervention approach is far more promising than the IQ discrepancy approach, there are several concerns related to its effectiveness. In fact, the work that has been developed with schools as well as research is showing the challenges that educators are facing as they attempt to make response-to-intervention approaches a reality (Bryant et al, 2008). Some of these concerns are: (1) the existence of appropriately trained personnel as well as physical resources, (2) the knowledge that is necessary to implement a response-tointervention approach across age and academics, (3) the identification and verification of the implementation of validated and highly effective interventions, (4) the relationship between response-to-intervention and the multiple curriculum found in schools, (5) the costs added to the school system, (6) the inclusion of institutional as well as teacher variables, (7) the adequacy of screening and progress monitoring measures that are used, (8) the change in the roles of teachers and (9) the integration of secondary interventions into the school daily schedule (Fuchs, 2002;Gerber, 2003;Graham & Bailey, 2007;Margolis, 2012;Mastropieri, 2003;Vaughn, 2002).…”