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Direct linkBen Clarke; Christian T. Doabler; Jessica Turtura; Keith Smolkowski; Evangeline Kurtz-Nelson; Derek Kosty; Hank Fien; Scott K. Baker – Grantee Submission, 2019
This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten
Ben Clarke; Christian T. Doabler; Keith Smolkowski; Jessica Turtura; Derek Kosty; Evangeline Kurtz-Nelson; Hank Fien; Scott K. Baker – Exceptional Children, 2019
This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten
Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Journal of Special Education, 2017
Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…
Descriptors: Numbers, Mathematics Skills, Mathematics Achievement, At Risk Students
Lina Shanley; Ben Clarke; Christian T. Doabler; Evangeline Kurtz-Nelson; Hank Fien – Grantee Submission, 2017
Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…
Descriptors: Achievement Tests, At Risk Students, Comparative Analysis, Control Groups
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – School Psychology Review, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – Grantee Submission, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
