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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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Otranto Road Library
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Hurd/St. Andrews Library
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Examining Interactions across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?
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- Author(s): Sutherland, Marah (ORCID
Sutherland, Marah (ORCID 0000-0002-6108-8515 ); Lesner, Taylor; Kosty, Derek; Lussier, Cayla; Smolkowski, Keith; Turtura, Jessica; Doabler, Christian T.; Clarke, Ben- Language:
English- Source:
Journal of Learning Disabilities. Jul-Aug 2023 56(4):243-256.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
- Peer Reviewed: Y
- Source: 14
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305K040081
R305A080699 - Education Level: Early Childhood Education
Elementary Education
Kindergarten - Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/00222194221102644
- ISSN: 0022-2194
1538-4780 - Abstract: High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or "quality indicators," of differential responsiveness to Tier 2 mathematics intervention. Data were drawn from a large-scale data set where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (a) classroom-level mathematics gains, (b) Tier 1 fidelity of implementation, (c) Tier 1 classroom management and instructional support, and (d) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined; however, the pattern of Hedges' g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice. [For the corresponding grantee submission, see ED626857.]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2023
- Accession Number: EJ1382189
- Availability:
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