ERIC Number: EJ827128
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 34
Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties
Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.
Learning Disabilities Research & Practice, v24 n1 p1-11 Feb 2009
The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15 weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.
Descriptors: Control Groups, Reading Difficulties, Academic Achievement, Grade 3, Tutoring, Mathematics Instruction, Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Authoring Institution: N/A