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)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Treatment students scored statistically significantly higher than comparison students on the TEMI-PM Total Score after Benjamini-Hochberg adjustment, with a printed effect size of g* = .50. → 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

Randomized pretest-posttest control group study with 139 treatment and 65 comparison first-graders; ANCOVA with fall TEMI-PM Total Score as covariate. The article reports the TEMI-PM Total Score difference as "p < .01; g* = .50" in favor of treatment; the printed effect size is g* = .50, a medium standardized mean difference.

"Number Sequences (/> = < .00001; ^ = .47), and the TEMI-PM Total Score (p < .01; g* = .50). No differences were found on the Magnitude Comparisons subtest (p = .16; g* = .\8)."

Discussion¶

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
• The intervention produced significant effects on the Addition/Subtraction Combinations, Place Value, and Number Sequences subtests but not on Magnitude Comparisons — related
• Kindergartners with mathematics difficulties randomly assigned to the ROOTS intervention made significantly greater fall-to-spring gains than control students on the NSB, ASPENS, TEMA-3, and RAENS — related
• By the end of first grade, 45% of treatment students versus 22% of comparison students were no longer at risk for mathematics difficulties on the spring TEMI-PM — related