The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who are at Risk for Mathematics Difficulties

Author： Bryant Diane Pedrotty Bryant Brian R. Gersten Russell M. Scammacca Nancy N. Funk Catherine Winter Amanda Shih Minyi Pool Cathy

Publisher： Council for Learning Disabilities

ISSN： 0731-9487

Source： Learning Disability Quarterly, Vol.31, Iss.2, 2008-0, pp. : 47-63

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Abstract

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score.