Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention

We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants o...

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Bibliographic Details
Published in:Child development 2020-03, Vol.91 (2), p.382-400
Main Authors: Bailey, Drew H., Fuchs, Lynn S., Gilbert, Jennifer K., Geary, David C., Fuchs, Douglas
Format: Article
Language:English
Subjects:
Academic Success
Arithmetic
At risk populations
At Risk Students
Child
Comparative Analysis
Elementary School Students
Female
Follow-Up Studies
Followup Studies
Grade 1
Grade 2
Grade 3
Humans
Intervention
Male
Mathematical Concepts
Mathematics
Mathematics - education
Mathematics Achievement
Mathematics Instruction
Mathematics skills
Mathematics Tests
Outcomes of Education
Reading
Reading Tests
Students
Teaching Methods
Variants
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Summary:We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first‐grade content outcomes were significant and positive, but no follow‐up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first‐grade math skills overestimates long‐term intervention effects.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13175