Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties

Content Provider	Scilit
Author	Powell, Sarah R. Fuchs, Lynn S. Fuchs, Douglas Cirino, Paul T. Fletcher, Jack M.
Copyright Year	2009
Description	Journal: Learning Disabilities Research & Practice 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.
Related Links	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2682421/pdf
ISSN	09388982
e-ISSN	15405826
DOI	10.1111/j.1540-5826.2008.01272.x
Journal	Learning Disabilities Research & Practice
Issue Number	1
Volume Number	24
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2009-02-03
Access Restriction	Open
Subject Keyword	Journal: Learning Disabilities Research & Practice Special Education Fact Retrieval Math Difficulty
Content Type	Text
Resource Type	Article
Subject	Education Health (social science) Developmental and Educational Psychology