Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design

Abstract

Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using SRSD Fractions to support the fraction performance of fourth-grade students with mathematics difficulties. Using a fuzzy regression discontinuity design, we evaluated the effects of a Tier 2 intervention implemented within a multitiered systems of support framework with 60 participants, 16 of whom participated in the intervention. While students in the treatment group had higher scores on the posttest, the local average treatment effect was not statistically significant, but the overall difference in difference score suggested a large effect (g = 0.81; 95 percent CI 0.18 and 1.43). Limitations and future directions are discussed.

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

“…Furthermore, they address SRSD instruction in social studies and science, areas where there is less research in SRSD instruction for both learning and writing (cf. De La Paz, 2005; Mason et al, 2012). The authors provide a powerful vignette of how a middle school social studies teacher, collaborating with the ELA teacher, might use SRSD for argumentative writing with students to enhance students’ argumentative writing skills and content area understanding.…”