Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention

This multi-site randomized control study examined the effect of Tier 2 mathematics interventions on kindergarten English language learners (ELs) with difficulties in mathematics. The study included 295 ELs of varying English proficiency levels from 138 kindergarten classes. The results of the study indicated that Tier 2 explicit mathematics instruction resulted in positive effects on five mathematics outcome measures. These outcomes suggest the intervention used was effective across the sample of kindergartners with diverse levels of English proficiency and skills in mathematics. The authors discuss the implications of their research in terms of using explicit instruction to improve the design of interventions currently used with children experiencing difficulties in mathematics.