Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Author
| Ben Clarke | 6 |
| Christian T. Doabler | 6 |
| Derek Kosty | 5 |
| Jessica Turtura | 5 |
| Keith Smolkowski | 4 |
| Evangeline Kurtz-Nelson | 3 |
| Hank Fien | 3 |
| Cayla Lussier | 2 |
| Marah Sutherland | 2 |
| Scott K. Baker | 2 |
| Taylor Lesner | 2 |
| More ▼ | |
Publication Type
| Reports - Research | 6 |
| Journal Articles | 3 |
Education Level
| Early Childhood Education | 6 |
| Elementary Education | 6 |
| Kindergarten | 6 |
| Primary Education | 5 |
| Grade 1 | 3 |
Audience
Location
| Oregon | 5 |
| Texas | 2 |
| Massachusetts (Boston) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Stanford Achievement Tests | 3 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkDavid Fainstein; Ben Clarke; Derek Kosty; Lauren Cycyk; Jessica Turtura; Christian T. Doabler – Grantee Submission, 2024
Early numeracy skills are vital for kindergarten students because they provide the foundation for acquiring mathematics skills in both kindergarten and subsequent years. Teacher support to intervene on kindergarteners at-risk for poor mathematics learning outcomes is a promising approach to address this achievement gap. The current study…
Descriptors: Numeracy, Coaching (Performance), Intervention, COVID-19
Download full textBen Clarke; Christian T. Doabler; Jessica Turtura; Keith Smolkowski; Evangeline Kurtz-Nelson; Derek Kosty; Hank Fien; Scott K. Baker – Grantee Submission, 2019
This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten
Ben Clarke; Christian T. Doabler; Keith Smolkowski; Jessica Turtura; Derek Kosty; Evangeline Kurtz-Nelson; Hank Fien; Scott K. Baker – Exceptional Children, 2019
This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten
Marah Sutherland; Taylor Lesner; Derek Kosty; Cayla Lussier; Keith Smolkowski; Jessica Turtura; Christian T. Doabler; Ben Clarke – Journal of Learning Disabilities, 2023
High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to…
Descriptors: Multi Tiered Systems of Support, Mathematics Instruction, Intervention, Fidelity
Marah Sutherland; Taylor Lesner; Derek Kosty; Cayla Lussier; Keith Smolkowski; Jessica Turtura; Christian T. Doabler; Ben Clarke – Grantee Submission, 2022
High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multi-tiered systems of support (MTSS) models (Gersten et al., 2009). However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness (Hill et al.,…
Descriptors: Multi Tiered Systems of Support, Mathematics Instruction, Intervention, Fidelity
Lina Shanley; Ben Clarke; Christian T. Doabler; Evangeline Kurtz-Nelson; Hank Fien – Grantee Submission, 2017
Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…
Descriptors: Achievement Tests, At Risk Students, Comparative Analysis, Control Groups
