Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: Expected products include two Early Mathematics Boosters interventions that target students with mathematics difficulties or disabilities. Additional products include reports on the initial evaluations of the Early Mathematics Boosters interventions.
Book chapter
Bryant, B.R., and Bryant, D.P. (2015). How to Read and Write as Mathematicians. In M. Hougen (Ed.), The Fundamentals of Literacy Instruction and Assessment (pp. 179-190). Baltimore, MD: Brookes Publishing Co.
Bryant, B.R., Williams, J., and Kim, S. (2013). Instructional Practices for Improving Student Outcomes in Solving Arithmetic Combinations. In B. Cook, and M. Tankersley (Eds.), Research-Based Practices in Special Education (pp. 61-72). Boston: Pearson, Inc.
Bryant, D.P., and Bryant, B.R. (2012). Using RtI in the Mathematics Classroom. In J. Bakken (Ed.), Response to Intervention in the Core Content Areas: A Practical Approach for Educators (pp. 187-212). Austin, TX: Prufrock Press.
Bryant, D.P., Bryant, B.R., Hughes, K., and Porterfield, J.A. (2011). Evidence-Based Intervention for Primary Age Students With Mathematics Challenges. In N. Gallenstein, and D. Hodges (Eds.), Mathematics for All: Instructional Strategies to Assist Students With Special Learning Needs (pp. 37-50). Olney, MD: Association for Childhood Education International (ACEI) Publications.
Bryant, D.P., Bryant, B.R., Shin, M., and Pfannenstiel, K.H. (2015). Learning Disabilities: Mathematics Characteristics and Instructional Exemplars. In S. Chinn (Ed.), The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (pp. 243-256). New York: Routledge Taylor and Francis Group.
Bryant, D.P., Bryant, B.R., Williams, J., and Kim, S. (in press). Strategies for Improving Student Outcomes in Mathematics Computation. In D. Chard, M. Tankersley, and B. Cook (Eds.), Effective Practices in Special Education. Boston: Pearson, Inc.
Bryant, D.P., Bryant, B.R., Williams, J., Kim, S., and Shin, M. (2013). Instructional Practices for Improving Student Outcomes in Solving Arithmetic Combinations. In D. Chard, B. Cook, and M. Tankersley (Eds.), Research-Based Strategies for Improving Outcomes in Academics (pp. 58-69). Boston: Pearson, Inc.
Bryant, D.P., Pfannenstiel, K.H., Bryant, B.R., Hunt, J., and Shin, M. (2014). Selecting and Tailoring Interventions for Students With Mathematics Difficulties. In J.T. Mascolo, D.P. Flanagan, and V.C. Alfonso (Eds.), Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (pp. 178-203). Hoboken, NJ: Wiley.
Journal article, monograph, or newsletter
Bryant, B.R., Bryant, D.P., Porterfield, J., Falcomata, T., Shih, M., Valentine, C., Brewer, C., and Bell, K. (2014). The Effects of a Tier 3 Intervention for Second Grade Students With Serious Mathematics Difficulties. Journal of Learning Disabilities: 1-14. doi:10.1177/0022219414538516
Bryant, D.P., Bryant, B.R., and Pfannenstiel, K.H. (2015). Mathematics Interventions: Translating Research Into Practice. Intervention in School and Clinic, 50(5): 255-256? doi:10.1177/1053451214560893
Bryant, D.P., Bryant, B.R., Roberts, G., Vaughn, S., Hughes, K., Porterfield, J., and Gersten, R. (2011). Early Numeracy Intervention Program for First-Grade Students With Mathematics Difficulties. Exceptional Children, 78(1): 7-23.
Dougherty, B., Bryant, D.P., Bryant, B.R., Darrough, R.R., and Pfannenstiel, K.H. (2015). Developing Concepts and Generalizations to Build Algebraic Thinking: The Reversibility, Flexibility, and Generalization Approach. Intervention in School and Clinic, 50(5): 273-28. doi:10.1177/1053451214560892 Full text
Shin, M., and Bryant, D.P. (2015). A Synthesis of Mathematical and Cognitive Performances of Students With Mathematics Learning Disabilities. Journal of Learning Disabilities, 48(1): 96-112. doi:10.1177/0022219413508324
Shogren, K.A., Plotner, A.J., Palmer, S.B., Wehmeyer, M.L., and Paek, Y. (2014). Impact of the "Self-Determined Learning Model of Instruction" on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination. Education and Training in Autism and Developmental Disabilities, 49(3): 440-448.
Supplemental information
Researchers are developing and validating two interventions to be used in a Response to Intervention mathematics model in early elementary school. The first intervention, Early Mathematics Boosters Stage 2, is intended for use with students with mathematics difficulties who are struggling with classroom-wide mathematics instruction. The second intervention, Early Mathematics Boosters Stage 3, is intended for use with students with severe mathematics disabilities.
Questions about this project?
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