Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill

Clarke, Ben; Doabler, Christian T.; Turtura, Jessica; Smolkowski, Keith; Kosty, Derek; Sutherland, Marah; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K.

doi:10.1086/710041

Cited by 15 publications

(31 citation statements)

References 53 publications

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“…3 A post-hoc analysis revealed an aptitude-by-treatment interaction in which children with better math skills at screening showed a larger immediate effect regarding performance on number-line estimation (b = -.13, p , .001). This is in line with other studies that have found that initial math skills level may moderate the effectiveness of math interventions (Clarke et al, 2020). In this sense, our findings are consistent with other studies that have found that numeric training may benefit children at risk of MLD to a larger extent (e.g., Nemmi et al, 2016).…”

Section: Discussionsupporting

confidence: 93%

supporting

confidence: 93%

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Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.

Múñez¹,

Lee²,

Bull³

et al. 2022

Journal of Educational Psychology

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We explored the challenges, limitations, and potential effectiveness of a large-scale computerized working memory and numeracy intervention in the classroom with children at risk of mathematical learning disabilities (n = 428, Mage = 83.85 months, 41% female). Children were assigned to four different treatment protocols (working memory [WM], working memory plus numeracy [NWM], numeracy [NUM], and active control [AC]) that were implemented as part of normally scheduled class activities for 1 year. Wide variability in training exposure highlighted the challenges of implementing an ecologically valid large-scale classroom intervention. The NUM and NWM intervention contributed to improvements in various early numeracy skills as well as math achievement after accounting for training exposure. Some of these effects emerged once the intervention concluded. However, the intervention failed to improve WM, which was likely due to insufficient training dosage in the practical setting. Findings suggest that combining both working memory and numerical skills training is worth further investigation. The study also provides evidence of challenges related to the implementation of training programs in real-life learning environments.

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Section: Discussionsupporting

confidence: 93%

supporting

confidence: 93%

Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.

Múñez¹,

Lee²,

Bull³

et al. 2022

Journal of Educational Psychology

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“…The difference in initial skill between the samples is further demonstrated by mean standard scores and percentile rank at pretest, with a mean score of 68.9 (percentile rank of 4.6) on the TEMA in the initial Oregon sample compared with a mean TEMA score of 80.2 in Texas (percentile rank of 19.1). Importantly, multiple studies have found that initial math skill moderates response to the ROOTS intervention, with students with lower initial skills benefiting more from the intervention than at-risk peers with higher initial skills (Clarke et al, 2019, 2020). This finding has been replicated in Massachusetts and Oregon with multiple cohorts of students.…”

Section: Discussionmentioning

confidence: 99%

“…For example, the null findings here suggest that in a lower-risk sample, when strong core instructional practices are in place, implementing an intensive Tier 2 intervention, such as ROOTS, may not be the best course of action to meet the learning needs of at-risk students. Although it is designed as a Tier 2 intervention, converging evidence suggests that the ROOTS program best meets the educational needs of students with significant skill deficits in mathematics (Clarke et al, 2019, 2020). We interpret the present results as further indicating that the learning needs of at-risk kindergarten students with higher initial math skills may be adequately met when core instructional time is devoted to evidence-based instructional supports that facilitate understanding of core content.…”

Section: Discussionmentioning

confidence: 99%

“…The current investigation was a closely aligned conceptual replication of an earlier study (Clarke et al, 2016), which demonstrated positive effects on the mathematics achievement of at-risk students when ROOTS was delivered in the context of ELM. Additional studies (Clarke et al, 2017(Clarke et al, , 2019(Clarke et al, , 2020Doabler et al, 2016Doabler et al, , 2019 have also demonstrated the efficacy of the ROOTS intervention across various geographic locations, populations, cohorts, and instructional contexts. Similar positive findings in the present study would have increased confidence in the generalizability of ROOTS treatment effects and contributed to a growing body of evidence supporting ROOTS as an evidence-based practice.…”

Section: Discussionmentioning

confidence: 99%

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A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core

Clarke¹,

Turtura²,

Lesner³

et al. 2022

Exceptional Children

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We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the research-based core program (Early Learning in Mathematics). Participants included 163 treatment students and 145 control students nested within classrooms. Key differences between the current replication study and the original study included geographical region, instructional context, and student initial skill. In contrast to the significant positive effects (Hedges’s g values of .30 to .38) found in the original study, no significant differences were found between the treatment and control conditions in this study (Hedges’s g values of –.09 to .12) Pretest skills did not moderate treatment effects. We discuss these results’ implications for replication research and evaluating intervention efficacy.

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Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention

Turtura,

Sutherland,

Kosty

et al. 2024

Psychology in the Schools

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Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management.

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Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill

Cited by 15 publications

References 53 publications

Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.

Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.

A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core

Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention

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