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Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective
Lynn S Fuchs1, Douglas Fuchs1, Jennifer K Gilbert1
1Vanderbilt University.
Exceptional Children
|January 19, 2019
Summary
This study found that a first-grade math intervention improved arithmetic skills for at-risk learners, regardless of their starting math abilities. Speeded practice within the intervention was more effective than non-speeded practice.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Cognitive Psychology
Background:
- Early mathematics skills are crucial for academic success.
- Identifying effective interventions for at-risk learners is a priority.
- Understanding how intervention effects vary by initial skill level is important for targeted support.
Purpose of the Study:
- To determine if a first-grade mathematics intervention benefits at-risk learners across all initial skill levels.
- To compare the effectiveness of two intervention variants: non-speeded conceptual practice versus speeded strategic practice.
- To analyze the impact of intervention on arithmetic, number knowledge, and transfer to double-digit calculations.
Main Methods:
- Randomized controlled trial with control and two intervention groups.
- Intervention focused on number knowledge and arithmetic, delivered over 16 weeks.
- Moderation analysis to assess the influence of pre-intervention skill levels on intervention outcomes.
Main Results:
- The mathematics intervention showed positive effects on arithmetic, number knowledge, and transfer to double-digit calculations for at-risk learners, irrespective of their initial math proficiency.
- Speeded strategic practice was more effective for improving arithmetic compared to non-speeded conceptual practice.
- No significant interaction was found between initial skill level and intervention effectiveness.
Conclusions:
- The tested mathematics intervention is broadly effective for at-risk first-graders, supporting diverse initial skill levels.
- Speeded practice components may enhance arithmetic outcomes more than non-speeded approaches.
- Intervention design should consider the potential benefits of strategic, speeded practice for foundational math skills.
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