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Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill: Implications for Practice and Policy
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Clarke, Ben; Doabler, Christian T.; Turtura, Jessica; Smolkowski, Keith; Kosty, Derek B.; Sutherland, Marah; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Elementary School Journal, 2020
This study examined whether the efficacy of ROOTS, a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within…
Descriptors: Program Effectiveness, Kindergarten, Mathematics Instruction, Intervention
Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill: Implications for Practice and Policy
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Clarke, Ben; Doabler, Christian T.; Turtura, Jessica; Smolkowski, Keith; Kosty, Derek B.; Sutherland, Marah; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Grantee Submission, 2020
This study examined whether the efficacy of a 50 lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within…
Descriptors: Program Effectiveness, Kindergarten, Mathematics Instruction, Intervention
Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction
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Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Maddox, Steven A.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.; Kimmel, Georgia L. – Journal of Learning Disabilities, 2021
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students…
Descriptors: Kindergarten, At Risk Students, Mathematics Skills, Mathematics Instruction
Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction
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Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Maddox, Steven A.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.; Kimmel, Georgia L. – Grantee Submission, 2021
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated severe MD at kindergarten entry and examined whether these students improved…
Descriptors: Kindergarten, At Risk Students, Mathematics Skills, Mathematics Instruction
Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention within a Systematic Framework of Replication
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Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Journal of Learning Disabilities, 2019
Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities…
Descriptors: Intervention, Program Effectiveness, Mathematics Instruction, Learning Problems
Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
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Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica – AERA Open, 2017
This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…
Descriptors: Kindergarten, Small Group Instruction, Mathematics Instruction, Program Effectiveness
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis
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Doabler, Christian T.; Stoolmiller, Mike; Kennedy, Patrick C.; Nelson, Nancy J.; Clarke, Ben; Gearin, Brian; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Assessment for Effective Intervention, 2019
A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was…
Descriptors: Direct Instruction, Kindergarten, Mathematics Instruction, Mathematics Skills
Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
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Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica – Grantee Submission, 2017
This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…
Descriptors: Randomized Controlled Trials, Comparative Analysis, Kindergarten, Mathematics Instruction
Instructional Gaming: Using Technology to Support Early Mathematical Proficiency
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Nelson-Walker, Nancy J.; Doabler, Christian T.; Fien, Hank; Gause, Marshall; Baker, Scott K.; Clarke, Ben – Society for Research on Educational Effectiveness, 2013
Widespread concern has been expressed about the persistent low mathematics achievement of students in the US, particularly for students from low-income and minority backgrounds and students with disabilities. Instructional gaming technology, when designed and fictionalized well, has the potential to improve the motivation and mathematics…
Descriptors: Mathematics Achievement, Low Achievement, At Risk Students, Educational Games
The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics
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Clarke, Ben; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Doabler, Christian T.; Chard, David J. – Elementary School Journal, 2011
This study examined the efficacy of a core kindergarten mathematics program, ELM, a 120-lesson comprehensive curriculum providing instruction in (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. ELM is designed to address the learning needs of all students, including at-risk students in the general education or Tier I…
Descriptors: Achievement Gap, Mathematics Achievement, Pretests Posttests, At Risk Students