Abstract
The present study investigated usefulness of the Multilayer Instruction Model-Progress Monitoring (MIM-PM) in mathematics. Elementary school first graders (N=400) completed the instrument periodically during 1 year. Analysis of variance (ANOVA) indicated significant increases in their scores across time, and significant correlations between their scores on the Multilayer Instruction Model-Progress Monitoring in mathematics and on the Criterion References Test (CRT)-II in mathematics (Tatsuno & Kitao, 2011; in Japanese), suggesting the validity of the Multilayer Instruction Model-Progress Monitoring in mathematics. The participants were divided into 3 groups based on their scores on the Multilayer Instruction Model-Progress Monitoring in mathematics and their existing reading scores as follows: those participants with difficulties only in mathematics (mathematics difficulties group, MD), the participants at or above the 50th percentile (high-achieving group, HA), and those participants with difficulties in mathematics and reading (low-achieving group, LA). Scores on the Criterion References Test-II in mathematics were significantly different among the groups, with 5.15% of the participants having difficulties only in mathematics. An ANOVA indicated significant main effects and interactions between “time” and “group”. The mathematics difficulties and low-achieving groups did not show the constant and significant growth evidenced by the students in the high-achieving group. It was concluded that the Multilayer Instruction Model-Progress Monitoring in mathematics may be able to identify students at risk for early learning difficulties in mathematics.
