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Math intervention2
- 1. Math Intervention KaraJ. Beard Heritage University
- 2. Introduction Boice, Burns,Codding, and Lukito (2010)
- 3. Methodology Effectiveness 20%need extra support Implemented a math intervention 55 students
- 4. Evidence Articles Acquisitioninterventions Fluency interventions
- 5. Conclusion Modeling, guidedpractice and frequent feedback Additional Practice
- 6. Contribution Data Effectiveness
- 7.
- 8. Reference Boice, C.H., Burns, M. K., Codding, R. S., Lukito, G. (2010). Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction. School Psychology Review , 39. Retrieved from file:///Users/karabeard/Files/Grad%20School/Readings/Math%20Intervention.webarchive
Editor's Notes
- #4 Effective interventions rely on data to determine the learning problem. 20% of elementary students need extra support beyond classroom instruction. The study included a math interventions that were described as either acquisition or fluency. 55 students from grades 2-6 participated and data was calculated and analyzed.
- #5 17 articles were used in the meta-analysis and catagorized based on whether they used assessment data for inclusion in the study or to determine which skill to address during intervention. Calculated the percentage nonoverlapping data for both acquisition and fluency interventions. Analyzed phi coefficients
- #6 Acquisition phase requires modeling, guided practice and frequent feedback to be successful. Students have little or no knowledge of the subject or skill. Fluency phase requires additional practice to become more proficient in math skills. Students can complete the math skill but are not yet proficient.
- #7 Assessment data is critical for determining which stage a student is at in their learning. Effectiveness of interventions is different for each student depending which level they are in and which strategies are used. Students at the frustration stage had better results with cover-copy-compare than explicit timing. However, explicit timing was more effective with students in the instructional stage.
- #8 Determine whether a skill is at the instructional level or frustration level for individual students. From there teachers can determine which treatments and strategies to use as interventions (acquisition or fluency). If a skill falls in the frustration level, teachers must determine whether students are struggling with a prerequisite skill or the current skill being taught.