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A Longitudinal Study on the Relationship between an Ability of Calculation on Curriculum-Based Measurement and Academic Achievement in Mathematics

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2010, 11(2), pp.455-483
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이성환 1

1주례초등학교

Accredited

ABSTRACT

The main purpose of this study is to conduct experimental verification for deciding core intervention elements and measuring tools in the application of Response to Intervention(RTI) for academic underachievement and learning disabilities in mathematics. For its purpose, this study measured an ability of calculation on curriculum-based measurement for 396 second-grade students, and after one year compared the score of academic achievement test in mathematics measured in the third gradearelso responser is compared with nonresponserarelso responser or nonresponser who were identified by dual-discrepancy on curriculum-based measurement is compared. The result showed that the performance level and rates of growth in ability of calculation have a high positive correlation with academic achievement in mathematics and the level of academic achievement in mathematics of children who were identified as nonresponser by dual-discrepancy among children with academic underachievement is significantly low. Based on the findings of this study, an ability of calculation as predictor variable for academic achievement in mathematics must be a core element of early intervention, and performance level and rates of growth of children must be scientifically measured according to curriculum-based measurement. It is expected that these results of study can provide lots of implications for organization and application of RTI adequate for our educational field.

Citation status

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