The intervention produced significant effects on the Addition/Subtraction Combinations, Place Value, and Number Sequences subtests but not on Magnitude Comparisons¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2011 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Adjusted for Type I error, treatment students significantly outperformed comparison students on Addition/Subtraction Combinations (g* = .55), Place Value (g* = .39), and Number Sequences (g* = .47), with no significant difference on Magnitude Comparisons (p = .16; g* = .18). → Bryant 2011

Evidence¶

Bryant 2011¶

Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R. (2011). Early numeracy intervention program for first-grade students with mathematics difficulties. Exceptional Children, 78(1), 7-23. https://eric.ed.gov/?id=ED577119

q3 · i2 · causal · r2

ANCOVA results for the eight noncomposite scores with Benjamini-Hochberg correction (M = 8, alpha = .05). The article prints effect sizes g* = .55, g* = .39, and g* = .47 for the three subtests favoring treatment; Magnitude Comparisons showed no significant difference (p = .16; g* = .18).

"Results for research Question 1 showed statistically significant differences (adjusted for Type 1 error based on Benjamini-Hochberg with M = 8 and a = .05) in favor of the treatment group on the Addition and Subtraction Combinations (j> = < .0001; f = .55), Place Value {j> = < .002; f = .39), Number Sequences (/> = < .00001; ^ = .47)"

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it
• Operations and Place Value — outcome: instruction changes it

Related Claims¶

• The intervention produced no significant group differences on distal problem-solving measures, as the authors predicted because problem solving was not directly taught — related
• Treatment students significantly outperformed comparison students on TEMI-O Mathematics Computation (g* = .44), with a marginal, non-significant-after-adjustment effect on SAT-10 Mathematics Procedures (g* = .23) — related
• First-graders with mathematics difficulties receiving the Tier 2 early numeracy intervention outperformed comparison students on the aligned TEMI-PM Total Score progress-monitoring measure (g* = .50) — related