Proficiency With Number Concepts and Operations

Replicating the Efficacy of a First-Grade Mathematics Intervention

Datos Bibliográficos

ID21349909
AutoresChristian T Doabler (0000-0002-8074-4311, The University of Texas at Austin, Austin, Texas, USA, autor de correspondencia), Ben Clarke (0000-0002-0833-668X, University of Oregon, Eugene, Oregon, USA), Jessica Turtura (0000-0002-6030-3308, University of Oregon), Jessica E Turtura (University of Oregon, Eugene, Oregon, USA), Marah Sutherland (0000-0002-6108-8515, University of Oregon, Eugene, Oregon, USA), Jenna A Gersib (0000-0002-1270-1889, The University of Texas at Austin, Austin, Texas, USA), Taylor Lesner (0000-0003-2797-1491, University of Oregon, Eugene, Oregon, USA), Madison Cook (0000-0003-0195-7587, University of Oregon, Eugene, Oregon, USA), Georgia L Kimmel (0000-0001-7649-3073, The University of Texas at Austin, Austin, Texas, USA), Keith Smolkowski (0000-0003-2565-3297, Oregon Research Institute, Eugene, Oregon, USA), Derek Kosty (0000-0002-9792-3383, Oregon Research Institute, Eugene, Oregon, USA)
Año2024
Volumen57
Número4
Páginas224-241
Fecha de publicación2024-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Learning Disabilities (JOURNAL)
Identificadores de la revistaISSN: 0022-2194 • E-ISSN: 1538-4780
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00222194231209017
PMID38014809
OpenAlexW4389086865
IdiomaEN
Citas recibidas1
Referencias citadas39

Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study’s initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating students were randomized into one of three conditions: (a) 2:1 mathematics intervention group, (b) 5:1 mathematics intervention group, or (c) business-as-usual instruction. Relative to the original study, findings from the replication varied. When comparing the treatment groups to the control, results suggested positive effects on all outcome measures, including a follow-up assessment administered one year later. However, differences between the two treatment groups based on group size were not found in the mathematics outcome measures. Both groups also received commensurate levels of observed instructional interactions. Implications for unpacking contextual differences between original research and their replications as well as using future research to explore the quantity and quality of instructional interactions as ways to explain variation in findings of group size are discussed

Developmental psychology · Generalizability theory · Intervention (counseling) · Mathematics education · Replication (statistics) · Statistics · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Mathematics · Psychology · School Choice and Performance