Full Text from JSTOR Intervention for First Graders with Limited Number Knowledge: Large-Scale Replication of a Randomized Controlled Trial
| Title: | Intervention for First Graders with Limited Number Knowledge: Large-Scale Replication of a Randomized Controlled Trial |
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| Language: | English |
| Authors: | Gersten, Russell, Rolfhus, Eric, Clarke, Ben, Decker, Lauren E., Wilkins, Chuck, Dimino, Joseph |
| Source: | American Educational Research Journal. Jun 2015 52(3):516-546. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | ED06CO0017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 1 Primary Education Elementary Education Early Childhood Education |
| Descriptors: | Grade 1, Elementary School Students, Experimental Groups, Control Groups, Comparative Analysis, Intervention, Small Group Instruction, At Risk Students, Urban Schools, Teaching Methods, Mathematics Instruction, Mathematics Achievement, Student Characteristics, Elementary School Mathematics, Computation, Mathematical Concepts, Word Problems (Mathematics), Hierarchical Linear Modeling |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement |
| DOI: | 10.3102/0002831214565787 |
| ISSN: | 0002-8312 |
| Abstract: | Replication studies are extremely rare in education. This randomized controlled trial (RCT) is a scale-up replication of Fuchs et al., which in a sample of 139 found a statistically significant positive impact for Number Rockets, a small-group intervention for at-risk first graders that focused on building understanding of number operations. The study was relatively small scale (one site) and highly controlled. This replication was implemented at a much larger scale--in 76 schools in four urban districts; 994 at-risk students participated. Intervention students participated in approximately 30 hours of small-group work in addition to classroom instruction; control students received typical instruction and whatever assistance the teacher would normally provide. Intervention students showed significantly superior performance on a broad measure of mathematics proficiency. |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards with Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/86426 |
| Entry Date: | 2015 |
| Accession Number: | EJ1063565 |
| Database: | ERIC |
| ISSN: | 0002-8312 |
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| DOI: | 10.3102/0002831214565787 |
| Published in: | American Educational Research Journal |
| Language: | English |