1996/01/01 by Sarah R. Powell, Lynn S. Fuchs, Paul T. Cirino +5
Business, Management and Accounting · Mathematics · Psychology · Social Sciences · #Accounting and Financial Management #Administrative Law and Governance #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Teaching Techniques #Reading and Literacy Development
paper · doi:10.1177/0014402914563702
openalex publication_date 1996/01/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/06/24
The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2<sup>nd</sup>-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.