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Utilizing the Multilayer Instruction Model-Progress Monitoring to support first-graders with mathematical difficulties.

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Bibliographic Details
Title: Utilizing the Multilayer Instruction Model-Progress Monitoring to support first-graders with mathematical difficulties.
Authors: Kaizu, Akiko (AUTHOR), Tamaki, Munehisa (AUTHOR)
Source: Journal of Educational Research. 2026, Vol. 119 Issue 3, p288-301. 14p.
Subjects: Direct instruction, Mathematical ability, Instructional systems, Students, First grade (Education), Problem solving, Educational evaluation, Educational support
Abstract: This study examined one-year trends in mathematics achievement among first-grade students (N = 262) using the Multilayer Instruction Model–Progress Monitoring (MIM-PM). The students were categorized into four groups based on academic achievement: mathematical difficulties (MD), reading difficulties (RD), high-achieving (HA), and low-achieving (LA). A two-way analysis of variance revealed a significant interaction effect between the implementation time points and academic achievement groups on the total score (F (15, 1290) = 23.97, ε =.81, p <.001, partial η2 =.22). The HA and RD groups showed significant score increases across adjacent time points, while the MD and LA groups did not demonstrate consistent growth. However, these lower-performing groups exhibited improvements following direct instruction on the mathematics skills included in the MIM-PM in Mathematics. The findings highlight the need for frequent progress monitoring of important content and skills related to mathematics learning, along with timely review and support when student learning plateaus. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:This study examined one-year trends in mathematics achievement among first-grade students (N = 262) using the Multilayer Instruction Model–Progress Monitoring (MIM-PM). The students were categorized into four groups based on academic achievement: mathematical difficulties (MD), reading difficulties (RD), high-achieving (HA), and low-achieving (LA). A two-way analysis of variance revealed a significant interaction effect between the implementation time points and academic achievement groups on the total score (F (15, 1290) = 23.97, ε =.81, p <.001, partial η2 =.22). The HA and RD groups showed significant score increases across adjacent time points, while the MD and LA groups did not demonstrate consistent growth. However, these lower-performing groups exhibited improvements following direct instruction on the mathematics skills included in the MIM-PM in Mathematics. The findings highlight the need for frequent progress monitoring of important content and skills related to mathematics learning, along with timely review and support when student learning plateaus. [ABSTRACT FROM AUTHOR]
ISSN:00220671
DOI:10.1080/00220671.2025.2540896