Recent research has identified interventions that improved achievement for students with low test scores in mathematics. The Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this recent research into…

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…

The purpose of this set of analyses, conducted on a randomized control trial examining the effects of a fourth-grade fraction intervention, was to assess the initial academic deficit severity hypothesis. With this hypothesis, at-risk students with more severe initial academic deficits are expected to profit less from intervention than do students…

In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether…

The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated…

Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates…

This study of high- and low-achieving first graders assessed the effect of two mastery learning treatments on reading performance. Results are presented, and implications are discussed. (Author/MT)

The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)

Explores the effects of different rates of classroom participation on the peer ratings of three student groups: students with learning disabilities; low-achieving nondisabled students; and average- and high-achieving students. Results suggested that, as the rate of classroom participation decreased, ratings tended to diverge increasingly from…

Effects of a summer break on the math computation skills of students in grades five through seven classified as either learning disabled or nonspecial education low achievers were investigated. Results indicated that only fifth grade low-achieving students regressed significantly following a summer break. (Author/JDD)

A study was conducted to assess the effect of contrasting mastery learning procedures on the reading achievement of high and low ability students. Subjects were 48 high and 40 low ability first grade students randomly assigned to either a typical commercial basal reading series mastery treatment or an alternative mastery learning treatment that…

The effects of on-going curriculum-based measurement of student growth and expert system instructional consultation on teacher planning and student achievement in mathematics operations were studied for 33 elementary teachers assigned to one control or 2 experimental groups. Each teacher worked with two learning disabled or emotionally disturbed…

Two types of instructional adaptation were explored: routine adaptation (the extent to which teachers establish initial routines to facilitate ongoing adaptation) and specialized adaptation (how teachers modify instructional plans in light of student difficulty). Participants were 110 general educators. (Author/SM)