Advancing Early Numeracy Research: A Systematic Review of Risk Identification and Intervention Features

Consistent reporting of participant characteristics and criteria used to screen for academic risk is essential for interpreting and applying intervention research findings. Clarifying how risk is defined helps determine which interventions are effective—both for whom and under what conditions. This review examined how academic risk is defined and operationalized in PreK–1 early numeracy intervention research and explored its relationship with intervention features, instructional strategies, and mathematics content. A total of 112 studies published between 2006 and 2025, including more than 21,000 participants, were analyzed. Results showed substantial variability in screening criteria. Many studies (40.6%) did not specify how academic risk or need for intervention was determined. Among studies reporting risk levels, 22% of samples were high risk, 38% were moderate, and 6% were very low risk in mathematics, while 17% had socioeconomic status (SES)-based risk. Variation in how risk related to intervention characteristics highlights the need for clearer reporting and more consistent risk identification practices.