Výsledky vyhledávání - "Taylor Lesner"

A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core

Autor: Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty, Christian T. Doabler

Publikováno v: Exceptional Children. 89:42-59

We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e5f0e65233448fd9a499fc4b6f625be3
https://doi.org/10.1177/00144029221088938

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Developing and Investigating the Promise of Early Measurement Screeners

Autor: Kelsey Nolan, David Fainstein, Taylor Lesner, Britt Landis, Christian T. Doabler, Ben Clarke, Derek B. Kosty, Marah Sutherland

Publikováno v: School Psychology Review. :1-13

This study investigated the technical characteristics of four early measurement curriculum-based measures (EM-CBMs) designed to assess concepts related to linear measurement and iteration. The samp...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::90e584736bea6b908ce46cb66291da5b
https://doi.org/10.1080/2372966x.2021.1919493

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Exploring the Relationship Between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention

Autor: Taylor Lesner, Ben Clarke, Derek Kosty, Nancy Nelson, Leanne Ketterlin-Geller, Keith Smolkowski

Publikováno v: Learning Disability Quarterly. :073194872311683

This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental p

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::45c1569f52def3646147cd2576690b6f
https://doi.org/10.1177/07319487231168385

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Using the Number Line to Build Understanding of Fraction Arithmetic

Autor: Taylor Lesner, Marah Sutherland, Cayla Lussier, Ben Clarke

Publikováno v: Intervention in School and Clinic. :105345122311568

Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in m

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::06b959a6a62b2f6e9d8f8b0b3d2a0f79
https://doi.org/10.1177/10534512231156878

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Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention

Autor: Taylor Lesner, Keith Smolkowski, Nancy J. Nelson, Leanne Ketterlin Geller, Ben Clarke, Hank Fien, David Furjanic, Derek B. Kosty

Publikováno v: Learning Disability Quarterly. 45:252-266

This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebr

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::fb7af96d3e50e554c28d36f76e15d094
https://doi.org/10.1177/0731948720972411

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Teaching Statistical Literacy and Data Analysis to Students With Mathematics Difficulties

Autor: Marah Sutherland, David Fainstein, Taylor Lesner, Georgia L. Kimmel, Ben Clarke, Christian T. Doabler

Publikováno v: TEACHING Exceptional Children. :004005992211186

Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::7f30ea21fa78206a2ddee025ba0dd8ee
https://doi.org/10.1177/00400599221118647

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Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

Autor: Marah Sutherland, Taylor Lesner, Derek Kosty, Cayla Lussier, Keith Smolkowski, Jessica Turtura, Christian T. Doabler, Ben Clarke

Publikováno v: Journal of Learning Disabilities. :002221942211026

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 Tie

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cffd1fc773d57d268ae6d232c22e57fd
https://doi.org/10.1177/00222194221102644

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