Effects of a Math Intervention on Dual Language Learners and Children With Disabilities

• In Event: Students With Disabilities and At-Risk Youth

Abstract

This study used data collected over multiple years of a large-scale evaluation of an early mathematics intervention, which allowed for additional analysis of the effects of the intervention on diverse populations, particularly Dual Language Learners (DLLs) and children identified with a disability (CWD). We conducted secondary data analysis to investigate whether DLL and CWD status were significant moderators. Findings indicated that no significant moderations existed for either subgroup. Implications of these findings highlight the beneficial impact of the math intervention across subgroups, but not different benefits for the individual subgroups of DLL and children with a disability. Future research and development needs related to these subgroups are discussed.

Authors

• Becky Chance, University of Denver

• Shannon Stark Guss, University of Denver

• Julie Sarama, University of Denver

• Douglas H. Clements, University of Denver