Both an effective-instruction intervention and the same intervention plus alternative AC grouping produce significant pre-to-post gains in multiplication and division fact fluency for students with LD or MID¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Control-group students showed a significant difference between initial and final fluency in multiplication and division ACs. → Agaliotis and Teli 2016 q2 i? Experimental-group students also showed significant pre-to-post fluency gains in both operations. → Agaliotis and Teli 2016 (2)

Evidence¶

Agaliotis and Teli 2016¶

Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90

q2 · i? · causal · r2

Wilcoxon Signed Rank intra-group comparison of the control group (30 students with LD or MID) in the 12-lesson effective-instruction intervention, reporting significant pre-post fluency gains with "z = -4.713, p = .000" for multiplication and z = -4.541 for division; no effect size printed for this test.

"Intra-group comparisons revealed that the control group presented a significant difference between initial and final fluency in the use of multiplication ACs (z = -4.713, p = .000) and division ACs (z = -4.541, p = .000)."

Agaliotis and Teli 2016 (2)¶

Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90

q2 · i? · causal · r2

Wilcoxon Signed Rank intra-group comparison of the experimental group (23 students) receiving effective instruction plus alternative AC grouping; significant pre-post gains for multiplication (z = -3.989, p = .000) and division (z = -4.205, p = .000), with no effect size printed.

"In the experimental group the differences between initial and final fluency were also statistically significant for multiplication ACs (z = -3.989, p = .000) and division ACs (z = -4.205, p = .000)"

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• Adding alternative fact grouping to effective instruction produces no significant additional benefit in fluency or generalization of arithmetic combinations — related
• Processing speed, counting skills and knowledge of properties of operations correlate with arithmetic-combination fluency for both LD and MID students, while phonological short-term memory correlates with division fluency only for LD students — related
• Both the control and treatment groups improved significantly in accuracy of multiplication fact answers from pretest to posttest — related
• Students with LD significantly outperform students with MID in post-intervention multiplication fact fluency, but not in division fluency or generalization — related