Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 Across MD subtypes, fact retrieval practice with or without conceptual instruction produced comparable fact retrieval outcomes (ES = 0.08). → Powell 2009
Evidence¶
Powell 2009¶
Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. Learning Disabilities Research & Practice, 24(1), 1-11. https://doi.org/10.1111/j.1540-5826.2008.01272.x
q3 · i0 · causal · r2
Comparison of the two fact retrieval conditions in the randomized trial (n = 139) found a negligible effect size, "ES = 0.08", despite the conceptual condition requiring more minutes per session.
"Overall, across MD-only and MDRD students, no significant differences between fact retrieval practice, with or without conceptual instruction, emerged (ES = 0.08)."
Discussion¶
Learner Variables¶
- Arithmetic Fact Retrieval — outcome: instruction changes it
Related Claims¶
- MD-only students outperform MDRD students in fact retrieval skill overall — related
- Tutoring condition interacts with MD subtype status in effects on third graders' fact retrieval skill — related
- Procedural computation/estimation tutoring does not improve automatic fact retrieval — related
- MD-only third graders in fact retrieval tutoring outperform PROC/E and control students on fact retrieval — related
- MDRD third graders show no significant differences among tutoring conditions on fact retrieval — related
- Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
conceptual-instruction-no-added-fact-retrieval-benefit |
title |
Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit |
description |
Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — powell-2009 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.