Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
Descriptor
| Achievement Tests | 1 |
| At Risk Students | 1 |
| Classification | 1 |
| Cognitive Development | 1 |
| Cognitive Processes | 1 |
| Cognitive Tests | 1 |
| Evidence Based Practice | 1 |
| Grade 1 | 1 |
| Guidelines | 1 |
| Instructional Effectiveness | 1 |
| Intelligence | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Digit Span Test | 1 |
| Stanford Early School… | 1 |
| Wechsler Preschool and… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkTaylor 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
