Tier 2 Interventions for Students at Risk for Math Difficulties: A Meta-Analysis

• In Event: 43.069 - Interventions and Evidence: Perceptions and Practices in Special Education

Abstract

This meta-analysis is the first to evaluate the effectiveness of supplemental Tier 2 mathematical interventions for students with mathematics difficulties (MD). Included studies used a treatment-control group design. A total of 29 experimental and quasi-experimental studies that included 30 independent samples met the study inclusion criteria. Results of a random effects model analysis indicated that supplemental mathematical interventions influence the mathematical outcomes for students with MD (g = 0.44, 95% confidence interval [0.35, 0.53]). In addition, instructional time, number of mathematics content standards addressed, implementer, type of measure, and publication year moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

Authors

• Asha K. Jitendra, University of California - Riverside

• Ahmed Alghamdi, University of Minnesota - Twin Cities

• Rebecca R. Edmunds, University of Minnesota - Twin Cities

• Nicole McKevett, University of Minnesota - Twin Cities

• Rachel Roesslein

• John Mouanoutoua