The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

• Asha K. Jitendra ^[1] ; Ahmed A. Alghamdi ^[2] ; Rebecca Edmunds ^[2] ; Nicole M. McKevett ^[2] ; John Mouanoutoua ^[3] ; Rachel Roesslein ^[4]
  1. [1] University of California System

     University of California System

     Estados Unidos

     
  2. [2] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     
  3. [3] California State University–Chico
  4. [4] Minneapolis Public School

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• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 87, Nº. 3, 2021, págs. 307-325
• Idioma: inglés
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• Resumen

  • This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.