Over 20% of public school students are in need of additional math support. For this reason, it is crucial that schools utilize the most effective math interventions to help improve student outcomes. Meta-analytic procedures were conducted in order to evaluate the effectiveness of hierarchical math interventions used to improve math skills. Results suggested that math fluency interventions were more effective than math acquisition interventions in improving student basic math skills. Furthermore, generalization interventions were found to have a greater effect on word problem-solving skills compared to math fluency and math acquisition interventions. These results suggest that math fluency interventions are effective in improving basic math skills. However, generalization interventions are currently the most effective method when improving specific higher order math skills. Practical implications of these results are also discussed.

Oral reading fluency (ORF) as an indicator of reading achievement was examined for a sample of third and fifth grade English learners (ELs). The impact of English language proficiency on the relationship between ORF and reading comprehension, and the prevalence of word callers, or students who are fluent readers, but do not comprehend at a proportionate level, was examined using a series of regression and predictive accuracy analyses. Additionally, teacher judgments of participants' reading achievement were explored with a focus on the accuracy of teachers' word caller nominations in their classrooms. Results showed that word callers emerged, though infrequently and that there were inaccuracies associated with teachers' judgments of reading skills.