Graduated prompts training increases children's measurement behavior on the Seria-Think task more than regular classroom instruction, without significantly reducing insertions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Trained children with arithmetic difficulties improved their number of measurements from pretest to posttest significantly more than control children (partial η² = .26). → Bosma et al. 2017 q3 i? The training did not produce a significant decrease in the number of insertions (F(1,116) = 1.44, p = ns). → Bosma et al. 2017

Evidence¶

Bosma et al. 2017¶

Tirza Bosma, Claire E. Stevenson, Wilma C. M. Resing. (2017). Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties. Journal of Education and Training Studies, Vol. 5, No. 6. https://doi.org/10.11114/jets.v5i6.2326

q3 · i3 · causal · r2

Pretest-posttest control group experiment with randomized block design (N = 120 second graders with arithmetic difficulties, lowest 20% on a national math test); repeated measures analysis of insertions and measurements. The session × condition interaction on measurements was significant with printed effect size partial η² = .26; the insertion effect was not.

"There was a significant interaction effect between session and condition on the variable number of measurements, F (1,116) = 39.70, p < .001, partial η² =. 26; number of insertions did not show an effect (F (1,116) = 1.44, p= ns)."

Discussion¶

Related Claims¶

• Training with tablet-delivered graduated prompts increased grade-2 children's series completion accuracy more than control practice — related
• The number of prompts children need decreases across the series of training problems — related
• Graduated prompts training also increased the number of transformations children applied correctly, indicating progression in task-solving strategies — related