Volume 39, Issue 1 (2010)
Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction
Matthew K. Burns, Robin S. Codding, Christina H. Boice, G. Lukito
Abstract. Implementation of effective interventions relies on the use of assessment data to adequately describe the learning problem and offer potential solutions. The use of curriculum-based assessment and measurement when combined with the learning hierarchy could offer a paradigm for decision making based on a skill-by-treatment interaction. Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills.
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