Examining Patterns and Predictors of Response to Mathematics Intervention
Saved in:
| Title: | Examining Patterns and Predictors of Response to Mathematics Intervention |
|---|---|
| Language: | English |
| Authors: | Taylor Lesner, Ben Clarke, Derek Kosty, Geovanna Rodriguez, Elizabeth L. Budd, Christian Doabler |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 47 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A120304 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten, Learning Problems, Guidelines, Classification, Visual Perception, Spatial Ability, Intelligence, Short Term Memory, Evidence Based Practice, Instructional Effectiveness, Profiles, Randomized Controlled Trials, Cognitive Development, Intelligence Tests, Young Children, Grade 1, Achievement Tests, Mathematics Tests, Numeracy, Cognitive Tests, Language Processing, Cognitive Processes, Phonology |
| Assessment and Survey Identifiers: | Wechsler Preschool and Primary Scale of Intelligence, Stanford Early School Achievement Test, Digit Span Test |
| Abstract: | This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for mathematics difficulties who were randomly assigned to the ROOTS intervention condition (n = 880). Results of a latent profile analysis indicated that variability in response to the ROOTS intervention was best captured by a more complex categorization framework encompassing four distinct response profiles: a moderate-risk, initial mild response group; a moderate-risk, delayed response group, a high-risk, strongly responsive group; and a lower-risk, non-responsive group. Membership in each response profile was predicted by pre-intervention performance on measures of both mathematics and cognitive skills (visual-spatial, fluid reasoning, and working memory). On average, students with lower initial mathematics skill and cognitive performance demonstrated stronger intervention response. Findings suggest that more complex frameworks may capture important variability in responsiveness to evidence-based early mathematics intervention, with implications for next steps to adequately support distinct subgroups of students with mathematics difficulties. [This paper will be published in "Journal of Research on Educational Effectiveness."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Access URL: | https://www.tandfonline.com/journals/uree20 |
| Accession Number: | ED672426 |
| Database: | ERIC |
Be the first to leave a comment!
