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Examining Patterns and Predictors of Response to Mathematics Intervention

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Taylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025

This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…

Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

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Fuchs, Lynn S.; Seethaler, Pamela M.; Sterba, Sonya K.; Craddock, Caitlin; Fuchs, Douglas; Compton, Donald L.; Geary, David C.; Changas, Paul – Journal of Educational Psychology, 2021

The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders' WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n…

Descriptors: Word Problems (Mathematics), Teaching Methods, Mathematics Instruction, Language Processing