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Remedial and Special Education
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Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties

The Effects of Tier 2 Intervention Delivered as Booster Lessons

Diane Pedrotty Bryant

University of Texas at Austin, dpbryant{at}mail.utexas.edu.

Brian R. Bryant

University of Texas at Austin

Russell Gersten

Instructional Research Group, Long Beach, California

Nancy Scammacca

University of Texas at Austin

Melissa M. Chavez

University of Texas Elementary School, Austin

This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories—Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.

Key Words: Tier 2 intervention • response-to-intervention • mathematics intervention • mathematics difficulties

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Remedial and Special Education, Vol. 29, No. 1, 20-32 (2008)
DOI: 10.1177/0741932507309712
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