| Title: |
The Use and Effectiveness of a Targeted Math Intervention for Third Graders |
| Language: |
English |
| Authors: |
Pool, Juli L.; Carter, Gabriel M.; Johnson, Evelyn S.; Carter, Deborah R. |
| Source: |
Intervention in School and Clinic. Mar 2013 48(4):210-217. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 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: |
8 |
| Publication Date: |
2013 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Grade 3; Elementary Education |
| Descriptors: |
Intervention; Use Studies; Mathematics Instruction; Science Course Improvement Projects; Case Studies; Curriculum Design; Response to Intervention; Instructional Design; Participant Satisfaction; Grade 3; Mathematics Skills; Program Effectiveness; Instructional Effectiveness |
| DOI: |
10.1177/1053451212462882 |
| ISSN: |
1053-4512 |
| Abstract: |
Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming better understood, the practice of designing and implementing an effective Tier 2 math intervention system challenges many schools. This article documents a case study of one school's experience in designing a Tier 2 math intervention system for 10 third graders to provide a model of effective Tier 2 systems. (Contains 1 note and 2 figures.) |
| Abstractor: |
As Provided |
| Number of References: |
21 |
| Entry Date: |
2014 |
| Accession Number: |
EJ1010749 |
| Database: |
ERIC |