Abstract
This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories—Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.
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