title: Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention.
abstract: This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed.
authors.affiliation: University of Oregon, Eugene, USA clarkeb@uoregon.edu.
authors.forename: Ben
authors.initials: B
authors.lastname: Clarke
authors.affiliation: University of Oregon, Eugene, USA.
authors.forename: Christian T
authors.initials: CT
authors.lastname: Doabler
authors.affiliation: Oregon Research Institute, Eugene, USA.
authors.forename: Keith
authors.initials: K
authors.lastname: Smolkowski
authors.affiliation: Southern Methodist University, Dallas, TX, USA.
authors.forename: Scott K
authors.initials: SK
authors.lastname: Baker
authors.affiliation: University of Oregon, Eugene, USA.
authors.forename: Hank
authors.initials: H
authors.lastname: Fien
authors.affiliation: University of Oregon, Eugene, USA.
authors.forename: Mari
authors.initials: M
authors.lastname: Strand Cary
mesh_terms: D002648:Child; D002675:Child, Preschool; D060705:Dyscalculia / Q000517:prevention & control*; D018479:Early Intervention, Educational / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics / Q000193:education*; D016896:Treatment Outcome
keywords: intervention; mathematics; response to intervention