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Direct linkStrand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Learning Disability Quarterly, 2017
We report on a practitioner implementation of Fusion, a first-grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…
Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development
Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Grantee Submission, 2017
We report on a practitioner implementation of Fusion, a first grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…
Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development
Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Clarke, Ben – Assessment for Effective Intervention, 2014
The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students' mathematics achievement. The purpose of this study was to examine the effect of the kindergarten "Early Learning in Mathematics" (ELM) curriculum on teachers' use of explicit mathematics instruction in core…
Descriptors: Mathematics Instruction, Kindergarten, Elementary School Mathematics, Instructional Effectiveness
Nelson-Walker, Nancy J.; Fien, Hank; Kosty, Derek B.; Smolkowski, Keith; Smith, Jean Louise M.; Baker, Scott K. – Learning Disability Quarterly, 2013
This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ("j" = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ("i" = 42)…
Descriptors: Reading Instruction, Intervention, Instructional Effectiveness, Control Groups
Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
