Examining the efficacy of a tier 2 kindergarten mathematics intervention

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed.
Authors citation
Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M.
Publication
Journal of Learning Disabilities, 49(2), 152–165
Year of Study
2016
Subject
Math
Program Name
ROOTS
Program Evaluated
ROOTS
Tutor Type
Teaching Assistant
Duration
4 months
Sample size
290
Grade Level(s)
Kindergarten
Student-Tutor Ratio
Small group
Effect Size
0.16
Study Design
Student Randomized
Full citation
Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2016). Examining the efficacy of a tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49(2), 152–165. https://doi.org/10.1177/0022219414538514