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Did you know that we developed our dyscalculia screener with Brian Butterworth, a leading expert on dyscalculia? Find out how this researcher and professor emeritus has helped us identify students with learning difficulties.
In the early years of school, children develop foundational math skills that will shape their future learning. Traditionally, we have waited for students to fail before taking action.
Scientific evidence shows that early intervention can prevent long-term difficulties and significantly improve student performance.
Identifying these challenges in time allows for targeted strategies to address low achievement before it becomes a lasting problem.
Mathematical performance follows a normal distribution. Students below the 30th percentile (low performance zone) are likely to fall behind their class. Within these students, we must distinguish between those who have a learning difficulty and those who have not received appropriate stimulation in the past.
As grade levels progress, we can organically discern which students belong to each group. However, if we wait to intervene until that point, it is usually too late for both cases. If instead we intervene early, the achievement gaps in the classroom are significantly reduced.
In this framework, we group students into 3 Tiers, based on the level of support they need.
At the end of the intervention, 4 out of 5 of the initial 30% low-performance students move out of the zone, responding positively to the intervention.
Failure to respond to the intervention indicates potential learning difficulties and the need for more intensive support.
The early intervention program is aimed at students of Grade 1 and 2 who have difficulties in mathematics. It is designed to identify and address, from the beginning, difficulties in math skills. Once the intervention is complete, each student is assessed to see their progress.
Analysis of all mathematical performance precursors: fluency in solving, processing speed, understanding numbers, comparison of magnitudes, number line range 0-100, working memory, arithmetic fluency, and logical reasoning.
Comparisons with universal screening and other classes in the school: Allows you to know each student’s performance in relation to universal standards and their peers.
The study “Development and Validation of a Scalable, Semi-Automated Intervention Response Framework in Mathematics,” conducted in Spain and published by Springer Nature, demonstrates the program’s effectiveness.
A sample of 418 students was taken from 13 schools, 5 received the intervention and 8 were in the control group.
It was demonstrated that 81% of students who have lower performance in mathematics and who have participated in early interventions manage to improve their arithmetic fluency.
