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Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?

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Title: Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?
Language: English
Authors: Lina Shanley (ORCID 0000-0001-6243-374X), Ben Clarke, Derek Kosty, Jessica Turtura, Madison Cook, Marah Sutherland, Keith Smolkowski
Source: Journal of Educational Psychology. 2025 117(6):884-897.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A160046
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Mathematics Skills, Mathematics Achievement, Mathematics Instruction, Skill Development, Intervention, Grade 1, At Risk Students, Elementary School Students, Program Effectiveness, Teacher Student Ratio
Geographic Terms: Oregon, Massachusetts (Boston), Oregon (Portland)
DOI: 10.1037/edu0000937
ISSN: 0022-0663
1939-2176
Abstract: Early mathematics achievement sets the stage for a range of important academic and career outcomes. As efforts to improve elementary mathematics instruction have increased, efforts to better understand how students develop mathematics knowledge and why students respond to mathematics instruction have also emerged. Given known correlations between domain general skills and mathematics achievement, the current study explored the development of domain general skills and mathematics learning in the context of a mathematics intervention efficacy trial to better understand relations between academic gains and the development of domain general skills. This study examined the concurrent development of domain general skills and mathematics skills for 470 first-grade students at risk for mathematics difficulties in the context of a mathematics intervention study. The results indicated that although students demonstrated gains in domain general and mathematics skills, domain general skill gains were not statistically significantly associated with gains in mathematics achievement. In addition, students who received mathematics intervention did not demonstrate greater gains in domain general skills, despite the positive effect of mathematics intervention on mathematics skills. Implications for mathematics instruction, curriculum development, and future research are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1507274
Database: ERIC
FullText Text:
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DbLabel: ERIC
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lina+Shanley%22">Lina Shanley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6243-374X">0000-0001-6243-374X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ben+Clarke%22">Ben Clarke</searchLink><br /><searchLink fieldCode="AR" term="%22Derek+Kosty%22">Derek Kosty</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Turtura%22">Jessica Turtura</searchLink><br /><searchLink fieldCode="AR" term="%22Madison+Cook%22">Madison Cook</searchLink><br /><searchLink fieldCode="AR" term="%22Marah+Sutherland%22">Marah Sutherland</searchLink><br /><searchLink fieldCode="AR" term="%22Keith+Smolkowski%22">Keith Smolkowski</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2025 117(6):884-897.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 14
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  Label: Publication Date
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon+%28Portland%29%22">Oregon (Portland)</searchLink>
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  Data: 10.1037/edu0000937
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
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  Data: Early mathematics achievement sets the stage for a range of important academic and career outcomes. As efforts to improve elementary mathematics instruction have increased, efforts to better understand how students develop mathematics knowledge and why students respond to mathematics instruction have also emerged. Given known correlations between domain general skills and mathematics achievement, the current study explored the development of domain general skills and mathematics learning in the context of a mathematics intervention efficacy trial to better understand relations between academic gains and the development of domain general skills. This study examined the concurrent development of domain general skills and mathematics skills for 470 first-grade students at risk for mathematics difficulties in the context of a mathematics intervention study. The results indicated that although students demonstrated gains in domain general and mathematics skills, domain general skill gains were not statistically significantly associated with gains in mathematics achievement. In addition, students who received mathematics intervention did not demonstrate greater gains in domain general skills, despite the positive effect of mathematics intervention on mathematics skills. Implications for mathematics instruction, curriculum development, and future research are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
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  Data: Yes
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1507274
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507274
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        Value: 10.1037/edu0000937
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 884
    Subjects:
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Skill Development
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Student Ratio
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      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Massachusetts (Boston)
        Type: general
      – SubjectFull: Oregon (Portland)
        Type: general
    Titles:
      – TitleFull: Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?
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              M: 08
              Type: published
              Y: 2025
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              Value: 1939-2176
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