Study: 86429

Practice Guide

Review Details

Reviewed: February 2020

At least one finding shows promising evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Practice Guide (findings for Targeted Math Intervention)

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

Counting and Cardinality outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
GA-MN Group Administered Missing Number	Targeted Math Intervention vs. Business as usual	0 Days	Full sample; 238 students	11.40	11.00	No	--

Whole Numbers Knowledge outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Profusion - R (Revised)	Targeted Math Intervention vs. Business as usual	0 Days	Full sample; 238 students	58.20	52.30	Yes	12
Easy CBM - NCTM (grade 1)	Targeted Math Intervention vs. Business as usual	0 Days	Full sample; 238 students	23.20	24.10	No	--

Whole Numbers Magnitude Understanding/Relative Magnitude Understanding outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
GA-QD Group Administered Quantity Discrimination	Targeted Math Intervention vs. Business as usual	0 Days	Full sample; 238 students	25.50	25.00	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

24% English language learners
Female: 50%
Male: 50%
Suburban, Urban
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Oregon

Race
Asian		4%
Black		7%
Other or unknown		29%
White		61%

Ethnicity
Hispanic		22%
Not Hispanic or Latino		78%

Study Details

Setting

Twenty-six first-grade classrooms from two districts (11 classes in one district and 15 classes in the other) in two cities in Oregon (Eugene and Portland) participated. Students who met inclusion criteria were randomly assigned to treatment or comparison conditions. If assigned to treatment, they received 1:1 tutoring on a computer as a supplement to their core curriculum.

Study sample

The average age of the students was 6.5 years. For treatment students, 4% were Asian, 5% were black, 21% were Latino, 8% were multiracial, and 62% were white. 51% were female, 9% were in SPED, and 25% were ELL. For the comparison students, 4% were Asian, 8% were Black, 23% were Latina, 4% were multiracial, and 61% were White. 49% were female, 10% were SPED, and 22% were ELL. Free and reduced lunch was reported by district, rather than for the sample. In District A 57% of the students received free/reduced lunch and in District B 35.5% of students received free/reduced lunch.

Intervention Group

The intervention period was 8 weeks. Each student receiving the Tier 2 supplemental intervention participated 4 times a week. Authors report the program included 48 sessions over 12 weeks; however, intervention in this study only ran for 8 weeks. Each intervention session was 15 minutes in duration. The intervention was delivered on the computer and included an explicit instructional framework. Four activities were warm-up, teaching event, assessment event, and wrap up. The warm-up reviews previously taught material, the teaching event includes characters in the game provide support as students learn new material and students then practice with supported help from these characters. The last two activities provide extended practice. Virtual representations are included such as number lines and base-10 blocks.

Comparison Group

The intervention was eight weeks in duration. This is a business-as-usual condition and therefore included a wide variety of intervention materials across schools and districts. Some were developed by the district, Touch Math and SRA Explorations was reported in two classrooms. Everyday Mathematics was reported in 6 classrooms. Basic facts worksheets and calendar concepts were also reported by teachers as intervention resource materials.

Support for implementation

All interventionists who facilitated Number Shires 1 received 4 hour of professional development. This included a 2-hour training presentation and two 1-hour site-based visits with project staff.

An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes [Whole-number concepts intervention vs. control]