An Evaluation of a Math Response to Intervention Training Program in the Primary Grades

• In Event: Roundtable Session 51
  In Roundtable Session: Research in Early Childhood Mathematics Education

Abstract

This research used a quasi-experimental nonequivalent control group design to determine whether there was a difference in math test score gains over school year 2014-15 between 121 K-3 students whose trained teachers provided hands-on response to intervention (RTI) instruction for foundational math concepts (such as number sense) and problem-solving compared to a control group of 223 students in a demographically-similar district receiving whatever interventions their schools and teachers provided. Analysis showed significantly larger overall z-score gains from fall to spring on the Measures of Academic Progress math section for the treatment group, fueled by medium to large effect sizes at the levels of Kindergarten and Grade 2. There was no difference at the Grade 3 level.

Authors

• Lola J. Aagaard, Morehead State University

• Rebecca Gaye Roach, Morehead State University

• Tammy Wall

• Vonda Stamm