Study: 87225

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—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Number Sense Screener	Targeted Math Intervention vs. Other intervention	0 Days	Number-fact Practice Condition vs. Number-list Practice Condition; 84 students	31.64	28.08	Yes	16
Show Supplemental Findings
Number Sense Screener	Targeted Math Intervention vs. Other intervention	8 Weeks	Number-fact Practice Condition vs. Number-list Practice Condition; 84 students	33.78	31.77	No	--

Whole Numbers Computation outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Arithmetic Fluency	Targeted Math Intervention vs. Other intervention	0 Days	Number-fact Practice Condition vs. Number-list Practice Condition; 84 students	7.52	6.83	No	--
Woodcock-Johnson III Tests of Achievement (WJ-III) Standard Test Book Form A: Calculation subtest	Targeted Math Intervention vs. Other intervention	0 Days	Number-fact Practice Condition vs. Number-list Practice Condition; 84 students	4.96	4.92	No	--
Show Supplemental Findings
Woodcock-Johnson III Tests of Achievement (WJ-III) Standard Test Book Form A: Calculation subtest	Targeted Math Intervention vs. Other intervention	8 Weeks	Number-fact Practice Condition vs. Number-list Practice Condition; 84 students	6.45	5.41	No	--
Arithmetic Fluency	Targeted Math Intervention vs. Other intervention	8 Weeks	Number-fact Practice Condition vs. Number-list Practice Condition; 84 students	8.58	7.30	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.

40% English language learners
Female: 52%
Male: 48%

Race
Black		25%
Other or unknown		47%
White		23%

Ethnicity
Hispanic		50%
Not Hispanic or Latino		50%

Study Details

Setting

The study was conducted in four schools from two school districts. The study took place in a medium-size metropolitan area. The authors noted that these schools were selected because they all had a large proportion of students living in poverty (48% to 93% of students eligible for free-or-reduced-price lunch) (p. 6).

Study sample

The analytic sample was 52% female. About 25% of students were African American; 50% were Hispanic, and 23% Caucasian. Approximately 40% were identified as English learner students because they were enrolled in bilingual classrooms. Roughly 80% of students qualified for free or reduced price lunch. On average, children in the number list practice group were 65 months old and children in the number fact practice group were 67 months old.

Intervention Group

The intervention, Number-Sense Intervention plus Number-Fact Practice, consisted of 24 30-minute lessons spanning 8 weeks and was delivered in small groups of four by a trained student who followed a script. The intervention targeted number, number relations, and number operations concepts. During the last five-minutes of the session, students practiced addition and subtraction combinations within 5 presented horizontally.

Comparison Group

The comparison, Number-Sense Intervention plus Number-List Practice, consisted of 24 30-minute lessons spanning 8 weeks and was delivered in small groups of four by a trained student who followed a script. The intervention targeted number, number relations, and number operations concepts. During the last five-minutes of the session, students played an adapted version of the Great Race (Ramani & Siegler, 2008).

Support for implementation

Interventionists were provided with scripted lessons. No other support was reported.

A Kindergarten Number-Sense Intervention with Contrasting Practice Conditions for Low-Achieving Children [Number sense intervention with number-fact practice vs. number sense intervention with number-list practice]