Clarke Ben, Doabler Christian T, Smolkowski Keith, Baker Scott K, Fien Hank, Strand Cary Mari
University of Oregon, Eugene, USA
University of Oregon, Eugene, USA.
J Learn Disabil. 2016 Mar-Apr;49(2):152-65. doi: 10.1177/0022219414538514. Epub 2014 Jun 18.
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.
本研究考察了二级幼儿园数学干预项目ROOTS的效果，该项目专注于培养数学方面有风险的学生对整数的理解。总共29个班级被随机分配到治疗组（ROOTS）或对照组（标准学区做法）。在预测试和后测试时收集数学成绩的测量数据。治疗组和对照组学生在预测试时的数学评估中没有差异。有风险的干预组学生的增益分数显著高于对照组同龄人，且有风险的治疗组学生的增益大于无风险同龄人的增益，有效缩小了成绩差距。讨论了在回应干预（RtI）模式中二级数学教学的意义。
