A Multi-Tier System of Support (MTSS) for academic skills is widely recognized as the best practice framework for supporting all students. Additionally, the recent shift from constructivist pedagogy toward more intentional teaching of mathematics at the preschool level has encouraged more explicit mathematics instruction with younger children. In spite of these advances, there are no published best practice guidelines for implementing MTSS for mathematics at the prekindergarten level. The current study sought to investigate one possible way to implement effective instructional practices for preschool mathematics within a multi-tier system, including the use of validated screening and progress monitoring instruments. A centers-based mathematics curriculum was implemented at the universal level within an inclusive preschool classroom. Universal screening was conducted using curriculum-based measurement (CBM) in order to identify at-risk students in need of additional instruction. A supplemental prekindergarten program was implemented with small instructional groups at the secondary tier of support. Students receiving supplemental instruction were progress-monitored using growth-sensitive CBMs in a multiple baseline across dyads research design. Results and limitations of the study are discussed. Finally, topics for future exploration in preschool mathematics are suggested.
|Commitee:||Brown, Rachel, Hojnoski, Robin, Steege, Mark|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Early childhood education, Educational psychology|
|Keywords:||Curriculum-based measurement, Mathematics instruction, Multi-Tier System of Support, Prekindergarten|
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