Citations (42)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (8)
Ben Clarke, Christian T. Doabler, Marah Sutherland, Derek Kosty, Jessica Turtura & Keith Smolkowski. (2023) Examining the Impact of a First Grade Whole Number Intervention by Group Size. Journal of Research on Educational Effectiveness 16:2, pages 326-349.
Read now
Read now
Ryan Williams, Martyna Citkowicz, David I. Miller, Jim Lindsay & Kirk Walters. (2022) Heterogeneity in Mathematics Intervention Effects: Evidence from a Meta-Analysis of 191 Randomized Experiments. Journal of Research on Educational Effectiveness 15:3, pages 584-634.
Read now
Read now
Ben Clarke, Gulcan Cil, Keith Smolkowski, Marah Sutherland, Jessica Turtura, Christian T. Doabler, Hank Fien & Scott K. Baker. (2020) Conducting a Cost-Effectiveness Analysis of an Early Numeracy Intervention. School Psychology Review 49:4, pages 359-373.
Read now
Read now
Emily C. Bouck, Jiyoon Park, Mary K. Bouck, Jessica Sprick & Angela Buckland. (2019) Implementing a RtI tier 2 mathematics lab in a middle school. Preventing School Failure: Alternative Education for Children and Youth 63:3, pages 269-276.
Read now
Read now
Emily C. Bouck & Missy D. Cosby. (2019) Response to intervention in high school mathematics: One school's implementation. Preventing School Failure: Alternative Education for Children and Youth 63:1, pages 32-42.
Read now
Read now
Lina Shanley, Ben Clarke, Christian Doabler, Evangeline Kurtz-Nelson & Hank Fien. (2018) Measuring early mathematics knowledge via number skills and task types. Mathematical Thinking and Learning 20:4, pages 324-336.
Read now
Read now
Emily C. Bouck & Missy D. Cosby. (2017) Tier 2 response to intervention in secondary mathematics education. Preventing School Failure: Alternative Education for Children and Youth 61:3, pages 239-247.
Read now
Read now
Hank Fien, Christian T. Doabler, Nancy J. Nelson, Derek B. Kosty, Ben Clarke & Scott K. Baker. (2016) An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes. Journal of Research on Educational Effectiveness 9:4, pages 635-661.
Read now
Read now
Articles from other publishers (34)
Jessica Turtura, Marah Sutherland, Derek Kosty, Christian T. Doabler, Cayla Lussier & Benjamin Clarke. (2024) Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention. Psychology in the Schools 61:6, pages 2508-2528.
Crossref
Crossref
Megan Rojo, Sarah G. King & Christian T. Doabler. (2023) Teaching Fraction-to-Decimal Translation Using the Number Line. Intervention in School and Clinic 59:3, pages 183-190.
Crossref
Crossref
Julia Elena Córdoba-Vieira, Mayra Antonelli-Ponti, Fabiana Maris Versuti, Luiz Guilherme Dácar da Silva Scorzafave & Daniel Domingues dos Santos. (2023) Teoria da Mudança e políticas públicas: Uma revisão integrativa. Estudos em Avaliação Educacional 34, pages e10019.
Crossref
Crossref
Christian T. Doabler, Ben Clarke, Jessica E. Turtura, Marah Sutherland, Jenna A. Gersib, Taylor Lesner, Madison Cook, Georgia L. Kimmel, Keith Smolkowski & Derek Kosty. (2023) Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention. Journal of Learning Disabilities.
Crossref
Crossref
Tunahan FİLİZ & Gönül GÜNEŞ. (2023) Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. Journal of Family Counseling and Education 8:2, pages 193-211.
Crossref
Crossref
Sarah R. Powell, Syeda Sharjina Akther, Na Young Yoon, Katherine A. Berry, Carmen Nemcek, Anna‐Maria Fall & Greg Roberts. (2023) The Effect of Addition and Subtraction Practice within a Word‐Problem Intervention on Addition and Subtraction Outcomes. Learning Disabilities Research & Practice 38:3, pages 182-198.
Crossref
Crossref
Maryam Nozari, Diane P. Bryant, Christian T. Doabler, Terry S. Falcomata, Meijia Liu & Rene Grimes. (2021) Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions. Current Psychology 42:12, pages 10355-10374.
Crossref
Crossref
Samantha E. Bos, Sarah R. Powell, Steven A. Maddox & Christian T. Doabler. (2022) A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research. Journal of Learning Disabilities 56:2, pages 95-115.
Crossref
Crossref
Jihyun Lee, Diane Pedrotty Bryant & Brian R. Bryant. (2022) The Effect of a Tier 2 Multicomponent Fraction Intervention for Fifth Graders Struggling With Fractions. Remedial and Special Education 44:1, pages 28-42.
Crossref
Crossref
Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty & Christian T. Doabler. (2022) A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core. Exceptional Children 89:1, pages 42-59.
Crossref
Crossref
Sarah R. Powell, Katherine A. Berry, Anasazi N. Acunto, Anna-Maria Fall & Greg Roberts. (2021) Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty. Journal of Learning Disabilities 55:5, pages 359-374.
Crossref
Crossref
Soyoung Park & Gena Nelson. (2022) The quality of outcome measure reporting in early numeracy intervention studies. Psychology in the Schools 59:9, pages 1721-1736.
Crossref
Crossref
Minyi Shih Dennis. 2022. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
167
188
.
Minyi Shih Dennis, Audrey M. Sorrells, Jacquelyn Chovanes & Elisheba W. Kiru. (2021) Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis. Learning Disability Quarterly 45:1, pages 32-45.
Crossref
Crossref
Lina Shanley, Ben Clarke, Keith Smolkowski, Christian T. Doabler, Evangeline C. Kurtz‐Nelson & Hank Fien. (2021) Examining the Role of Domain‐General Skills in Mathematics Learning and Intervention Response in Kindergarten. Learning Disabilities Research & Practice 36:4, pages 330-352.
Crossref
Crossref
Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Misja Eiberg. (2021) Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews 17:2.
Crossref
Crossref
Gena Nelson & Allyson J. Kiss. (2021) Effects of a First‐Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty. Learning Disabilities Research & Practice 36:2, pages 167-178.
Crossref
Crossref
Garyfalia Charitaki, Sotiria Tzivinikou, Garyfallia Stefanou & Spyridon-Georgios Soulis. (2021) A meta-analytic synthesis of early numeracy interventions for low-performing young children. SN Social Sciences 1:5.
Crossref
Crossref
Asha K. Jitendra, Ahmed Alghamdi, Rebecca Edmunds, Nicole M. McKevett, John Mouanoutoua & Rachel Roesslein. (2020) The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis. Exceptional Children 87:3, pages 307-325.
Crossref
Crossref
Diane Pedrotty Bryant, Kathleen Hughes Pfannenstiel, Brian R. Bryant, Greg Roberts, Anna-Mari Fall, Maryam Nozari & Jihyun Lee. (2019) Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention. Behavior Modification 45:1, pages 99-121.
Crossref
Crossref
Christian T. Doabler, Ben Clarke, Derek Kosty, Jessica E. Turtura, Marah Sutherland, Steven A. Maddox & Keith Smolkowski. (2020) Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction. Journal of Learning Disabilities 54:1, pages 20-35.
Crossref
Crossref
Juan E. Jiménez, Sara C. de León & Nuria Gutiérrez. (2021) Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities. The Spanish Journal of Psychology 24.
Crossref
Crossref
Sara C. de León, Juan E. Jiménez, Nuria Gutiérrez & Juan Andrés Hernández-Cabrera. (2021) Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students. Early Childhood Research Quarterly 56, pages 281-293.
Crossref
Crossref
Lina Shanley, Mari Strand Cary, Jessica Turtura, Ben Clarke, Marah Sutherland & Marissa Pilger. (2019) Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties. Journal of Special Education Technology 35:3, pages 119-132.
Crossref
Crossref
Ben Clarke, Christian T. Doabler, Jessica Turtura, Keith Smolkowski, Derek B. Kosty, Marah Sutherland, Evangeline Kurtz-Nelson, Hank Fien & Scott K. Baker. (2020) Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill. The Elementary School Journal 121:1, pages 125-153.
Crossref
Crossref
Sarah R. Powell, Christian T. Doabler, Olayemi A. Akinola, William J. Therrien, Steven A. Maddox & Katherine E. Hess. (2019) A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty. Journal of Learning Disabilities 53:4, pages 244-276.
Crossref
Crossref
Ben Clarke, Mari G. Strand Cary, Lina Shanley & Marah Sutherland. (2018) Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics. Assessment for Effective Intervention 45:2, pages 151-160.
Crossref
Crossref
Gena Nelson & Kristen L. McMaster. (2019) Factors that May Influence Treatment Effects: Helping Practitioners Select Early Numeracy Interventions. Learning Disabilities Research & Practice 34:4, pages 194-206.
Crossref
Crossref
Emily R. DeFouw, Robin S. Codding, Melissa A. Collier-Meek & Kaitlin M. Gould. (2018) Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk. Remedial and Special Education 40:5, pages 298-312.
Crossref
Crossref
Cynthia C. Griffin & Mary T. Brownell. (2018) The Science of Teacher Professional Development: Iterative Design Studies Across Content Areas. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41:2, pages 101-105.
Crossref
Crossref
Mari G. Strand Cary, Ben Clarke, Christian T. Doabler, Keith Smolkowski, Hank Fien & Scott K. Baker. (2017) A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention. Learning Disability Quarterly 40:4, pages 211-224.
Crossref
Crossref
Lina Shanley, Ben Clarke, Christian T. Doabler, Evangeline Kurtz-Nelson & Hank Fien. (2017) Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories. The Journal of Special Education 51:3, pages 177-188.
Crossref
Crossref
Catarina Andersson & Torulf Palm. (2017) The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction 49, pages 92-102.
Crossref
Crossref
Riikka Mononen & Pirjo Aunio. (2016) Counting skills intervention for low-performing first graders. South African Journal of Childhood Education 6:1, pages 9.
Crossref
Crossref