Effects of the Multi-Tiered System of Support (MTSS) approach on early academic outcomes: A Meta-Analysis

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 4
  In Roundtable Session: Measurement and Assessment in Early Childhood

Abstract

This systematic review with meta-analysis aimed to evaluate the effects of Multi-Tiered System of Support (MTSS) on student numeracy and literacy outcomes in early educational years. It included studies conducted in preschool through second grade, focusing on interventions delivered at single tiers or using multi-tiered approaches. A total of 104 studies met the inclusion criteria, with 80 reporting literacy outcomes and 24 numeracy outcomes. Most literacy studies evaluated Tier 2 or multi-tier interventions. Most numeracy studies evaluated Tier 2 interventions. Results showed statistically significant positive effects for literacy (g = 0.28) and numeracy (g = 0.35) outcomes. Substantial heterogeneity was observed. Moderator analysis is underway to examine how participant and intervention characteristics moderate the effects and to guide future MTSS implementation.

Authors

• Marta Pellegrini, University of Cagliari

• Dylan Dachet, University of Mons

• Silvia Cau, University of Cagliari

• Nicole Murroni, University of Cagliari

• Ariane Baye, University of Liège

• Anne-Françoise de Chambrier, Haute école pédagogique du canton de Vaud

• Christophe Dierendonck, University of Luxembourg

• Annick Fagnant, University of Liège

• Patricia Schillings, University of Liège

• Mélanie Tinnes-Vigne, University of Luxembourg

• Giuliano Vivanet, University of Cagliari