Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties (Report‪)‬

With the reauthorization of the Individuals With Disabilities Education Act (IDEA, 2004; Public Law 108-446), states are implementing a response-to-intervention (RTI) process as a way to identify students with learning difficulties at a young age and provide intervention services to prevent future learning disabilities. A multitiered prevention and intervention model that includes universal screening, validated interventions, and ongoing monitoring of student response to instruction is one means for operationalizing RTI to identify those students who are most in need of intensive intervention (Vaughn, Wanzek, & Fletcher, 2007). A multitiered approach to early reading intervention is widely implemented across school districts nationwide (Vaughn, Wanzek, Woodruff, & Linan-Thompson, 2007). Equally important is the development and validation of Tier 2 intervention protocols as part of RTI early mathematics instruction. Educators must have access to validated, preventative early mathematics Tier 2 interventions to implement the RTI model with students who manifest mathematics difficulties. Educators must have access to validated, preventative early mathematics Tier 2 interventions to implement the RTI model with students who manifest mathematics difficulties.