The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study explored the extent to which there were distinct patterns of performance on embedded assessments for intervention participants within the context of a large-scale randomized control trial of the ROOTS intervention. This study also examined how performance on embedded assessments was associated with pretest mathematics scores and residual gains on mathematics measures, and how those associations differed based on (a) the point in the intervention when students demonstrated difficulty, and (b) intervention intensity. Findings from this study suggest that participants fell into 4 distinct performance categories and performance classifications were associated with pretest measures and gains in mathematics achievement. Study results also highlight the potential relevance of instructional intensity and timely monitoring of student performance. Implications for intervention and instructional planning in the context of tiered instructional delivery models are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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探索通过嵌入式评估来评估早期数学干预反应的效用。

提供高质量的早期数学教学和干预对于确保所有学生都在学业上步入正轨至关重要。鉴于此，识别和利用可以使人们对数学教学无反应的评估成为早期干预的重要方面。为此，当前的研究探索了在一项针对ROOTS干预的大规模随机对照试验的背景下，针对干预参与者的嵌入式评估中表现出不同表现模式的程度。这项研究还研究了嵌入式评估的表现如何与预测数学成绩和数学测度的剩余收益相关联，以及这些关联如何基于（a）学生表现出困难时的干预点而有所不同，（b）干预强度。这项研究的结果表明，参与者可以分为4个不同的表现类别，而表现分类与预测指标和数学成绩的提高有关。研究结果还强调了教学强度和及时监控学生表现的潜在相关性。讨论了在分层教学交付模型的背景下对干预和教学计划的影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。研究结果还强调了教学强度和及时监控学生表现的潜在相关性。讨论了在分层教学交付模型的背景下对干预和教学计划的影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。研究结果还强调了教学强度和及时监控学生表现的潜在相关性。讨论了在分层教学交付模型的背景下对干预和教学计划的影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。