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…

Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…

The study's goal was to identify the beginning of 1st grade quantitative competencies that predict mathematics achievement start point and growth through 5th grade. Measures of number, counting, and arithmetic competencies were administered in early 1st grade and used to predict mathematics achievement through 5th (n = 177), while controlling for…