Over three decades ago, National Council of Teachers of Mathematics (NCTM, 1991) proposed that "for students to develop the ability to formulate problems, to explore, conjecture, and reason logically, to evaluate whether something makes sense, classroom discourse must be founded on mathematical evidence" (p. 34). As math interventionists…

Preschool children considered at risk for future reading difficulties experience unique and complex combinations of risk factors. In this exploratory study, we used latent profile analysis (LPA) to investigate the underlying classifications of children identified as at-risk for reading difficulties (N = 281) along selected cognitive,…

The pretest-posttest quasi-experimental study examined the effects of small group instruction in number sense on intermediate elementary students. When a student does not have number sense as a strong foundation, it can cause detrimental deficits as the students' mathematical knowledge increases. The gap will continue to grow if effective…

In this article, the authors revisit the common practice of small-group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small groups. They then present the ABCs--a focus on…

The need for focused small group math instruction has never been greater. Today's education landscape continues to be fraught with learning divides, and unlike its reading counterpart, small group instruction in elementary classrooms has often been reduced to learning centers and rotation stations, without enough emphasis on differentiated,…

Intervention dosage is foundational to realizing intended impacts but is often variable, particularly when interventions are implemented under real-world conditions. In this study, we examined dosage of small-group emergent literacy intervention experienced by preschool children (n = 154) identified as at risk for later reading difficulties in…

Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240…

An experimental design was used to evaluate the effects of a classroom-based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one-dollar-more purchasing strategy. The experimental group students (n = 12) completed the intervention first,and the control group participants…

Running two separate two-stage randomized trials, we implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers in mathematics in grades 2 and 8 in Danish public schools. We calculate immediate impacts on math competencies as well as impacts in the medium…

This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms…

Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small-group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94)…

Background/Context: In the early elementary grades, many students do not achieve literacy proficiency due to inadequate personalized literacy instruction (Taylor et al., 2010). Despite increasing evidence that differentiated instruction informed by assessments of students' reading abilities can improve learning more effectively than…

Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small-group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94)…

This literature review examines the main factors in a child's life that directly impact the development of emergent literacy skills. The literature in this review was collected from several peer-reviewed articles and government-certified websites. As discussed in the literature, the development of emergent literacy skills is dependent upon a…

Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3-7) and Quality Me Time (QMT) for children in years 3-4 (ages 7-9). Interventions were designed to support children: in vocalising…