Project Activities
The project team will conduct a comprehensive search of peer-reviewed and gray literature from 2006 to present on preK to grade 1 whole number interventions and estimate the overall intervention effect, examine differential effects for students with MD compared to TA peers, identify potential moderators, and synthesize the effects.
Structured Abstract
Setting
This meta-analysis includes studies conducted in school settings from 2006 to the present, including all geographical locations.
Sample
The studies included in the meta-analysis will include students in preK through grade 1, including those with MD as well as TA students.
Factors
Researchers will explore the following implementation factors as moderator variables in the meta-analysis: instructional format, duration, interventionist type and training, instructional strategies, technology, and outcome measure characteristics (such as whether it is standardized or how closely it is aligned with the intervention). They will also explore sample demographics (socioeconomic status, dual language learner status, race/ethnicity, grade/age) as moderators of the intervention effects. Within each research question, they will focus on identifying the differential effects for students with different levels of risk for mathematics difficulty.
Research design and methods
The project will use the following techniques to identify studies: reviewing electronic databases, searching tables of contents of relevant journals, reviewing reference lists of relevant syntheses, conducting forward citation searches, posting requests for information on relevant listservs, and contacting experts in the field. The search includes peer-reviewed and gray literature (including dissertations, conference presentations, book chapters, and technical reports). Researchers will review abstracts, titles, and keywords of identified articles to remove any irrelevant articles. Then they will review the full texts of articles to determine inclusion in the meta-analysis. Each of the abstracts and full article texts will be double screened by independent raters. Then, the research team will use a comprehensive coding protocol to capture relevant information from each of the included studies.
Control condition
Due to the nature of the research design, there is no control condition.
Key measures
Learner outcomes in this meta-analysis are the standardized mean difference effect sizes between intervention and control conditions across mathematics achievement outcomes. Outcome measures will include a variety of measure types, such as norm-referenced tests, researcher-developed tests, and a range in the focus on specific skills.
Data analytic strategy
Researchers will use a multivariate meta-regression model with robust variance estimation to conduct the meta-analysis and assess potential moderators of the effects.
Products and publications
Products: The project will produce evidence of the effectiveness of preK to grade 1 interventions that target foundational whole number concepts on students with and at risk for MD (including evidence of the long-term impacts), identify significant moderators of the effects (including malleable implementation factors and group level demographics), and identify the reporting quality of included studies to highlight current reporting practice. Other products include peer-reviewed journal articles, conference presentations, and translational research products to communicate results to education stakeholders (including short videos, infographics, tool kits, and webinars).
ERIC Citations: Find available citations in ERIC for this award here.
Supplemental information
Co-Principal Investigators: Boedeker, Peter; Clarke, Ben
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.