ERIC Number: EJ1352984
Record Type: Journal
Publication Date: 2022-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: EISSN-2168-376X
Available Date: N/A
Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention
Ben Clarke; Nancy J. Nelson; Leanne Ketterlin Geller; Derek Kosty; Keith Smolkowski; Taylor Lesner; David Furjanic; Hank Fien
Learning Disability Quarterly, v45 n4 p252-266 Nov 2022
This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program consisted of 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than those of control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed.
Descriptors: Grade 6, Fractions, Mathematics Instruction, At Risk Students, Algebra, Readiness, Mathematics Achievement, Program Effectiveness, Achievement Gains, Learning Disabilities, Teaching Methods, Middle School Students, Mathematical Concepts, Concept Formation, Intervention
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Related Records: ED626840
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324A120115
Author Affiliations: N/A