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Utilizing the Multilayer Instruction Model-Progress Monitoring to support first-graders with mathematical difficulties

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  • Akiko Kaizu
  • Munehisa Tamaki

Abstract

This study examined one-year trends in mathematics achievement among first-grade students (N = 262) using the Multilayer Instruction Model–Progress Monitoring (MIM-PM). The students were categorized into four groups based on academic achievement: mathematical difficulties (MD), reading difficulties (RD), high-achieving (HA), and low-achieving (LA). A two-way analysis of variance revealed a significant interaction effect between the implementation time points and academic achievement groups on the total score (F (15, 1290) = 23.97, ε = .81, p

Suggested Citation

  • Akiko Kaizu & Munehisa Tamaki, 2026. "Utilizing the Multilayer Instruction Model-Progress Monitoring to support first-graders with mathematical difficulties," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(3), pages 288-301, May.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:3:p:288-301
    DOI: 10.1080/00220671.2025.2540896
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