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ABSTRACT
This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly assigned to treatment or control conditions. Measures of mathematics achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (delayed posttest). Significant differences between conditions favoring treatment students were found on four of six measures at posttest. Treatment students reduced the achievement gap with their not-at-risk peers. No effect was found on follow-up first-grade achievement scores. Implications for Tier 2 mathematics instruction in a Response to Intervention model are discussed.
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Conflict of Interest
The authors declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: Scott Baker, Ben Clarke, and Hank Fien are eligible to receive a portion of royalties from the University of Oregon's distribution and licensing of certain ROOTS-based works. Potential conflicts of interest are managed through the University of Oregon's Research Compliance Services. An independent external evaluator and coauthor of this publication completed the research analysis described in the article.
EDITORS
This article was reviewed and accepted under the editorship of Carol McDonald Connor and Spyros Konstantopoulos.
Funding
This research was supported by the ROOTS Project, Grant No. R324A120304, funded by the U.S. Department of Education, Institute of Education Sciences. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.