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ERIC Number: EJ873872
Record Type: Journal
Publication Date: 2008
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
Remediating Computational Deficits at Third Grade: A Randomized Field Trial
Fuchs, Lynn S.; Powell, Sarah R.; Hamlett, Carol L.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.
Journal of Research on Educational Effectiveness, v1 n1 p2-32 2008
The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty alone or concomitantly with reading difficulty. At 2 sites, 127 students were stratified on mathematics difficulty status and randomly assigned to 4 conditions: word recognition (control) tutoring or 1 of 3 computation tutoring conditions: fact retrieval, procedural computation and computational estimation, and combined (fact retrieval + procedural computation and computational estimation). Results revealed that fact retrieval tutoring enhanced fact retrieval skill, and procedural computation and computational estimation tutoring (whether in isolation or combined with fact retrieval tutoring) enhanced computational estimation skill. Remediation was not differentially efficacious as a function of students' mathematics difficulty status. (Contains 4 tables and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee; Texas
Identifiers - Assessments and Surveys: Wide Range Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R305B040110
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
IES Cited: ED504995