Tutoring condition interacts with MD subtype status in effects on third graders' fact retrieval skill¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The effect of fact retrieval tutoring on fact retrieval skill depends on whether students have MD alone or concurrent math and reading difficulties. → 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 · i? · causal · r2

Randomized controlled trial of 139 third graders blocked by site and MD subtype into four tutoring conditions; two-way ANCOVA with pretest covariate found the tutoring condition by MD subtype interaction significant, "F(3,127) = 2.90, p < .0375", subsuming main effects.

"These effects, however, were subsumed by the interaction of tutoring condition with MD subtype, which was also significant, F(3,127) = 2.90, p < .0375."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — moderator: an instructional effect differs with it

Related Claims¶

• Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit — related
• MD-only students outperform MDRD students in fact retrieval skill overall — related
• MDRD third graders show no significant differences among tutoring conditions on fact retrieval — related
• MD-only third graders in fact retrieval tutoring outperform PROC/E and control students on fact retrieval — related
• Treatment effects were not moderated by emergent bilingual status, pretest levels, or tutoring attendance — related
• Procedural computation/estimation tutoring does not improve automatic fact retrieval — related