Students with LD significantly outperform students with MID in post-intervention multiplication fact fluency, but not in division fluency or generalization¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i0–i2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Final fluency in multiplication ACs was significantly higher for students with LD than students with MID, with a modest effect (r = .31). → Agaliotis and Teli 2016 q2 i0 Differences between LD and MID in division fluency and in generalization of both operations were not significant, with negligible effects (r = .04) for generalization. → 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 · i2 · causal · r2

Mann-Whitney comparison of post-intervention performance between students with LD (n = 39) and MID (n = 14); multiplication fluency favored LD with "modest effect (r = .31)", while generalization showed a negligible r = .04.

"Significant differences were found between students with LD and students with MID in the final fluency in the use of multiplication ACs (U = 174.5, z = -1.998, p = .046) [modest effect (r = .31)], and in generalization (U = 254.5, z = -381, p = .703) [negligible effect (r = .04)]. Students with LD significantly outperformed students with MID."

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 · i0 · causal · r2

Mann-Whitney comparison for division ACs between the LD and MID groups; no significant difference in fluency (r = 0.20) or generalization (r = 0.04), so the LD advantage held only for multiplication.

"the differences were not significant for fluency of division ACs (U = 175.5, z = -1.447, p = .148) [small effect (r = 0.20)] and for generalization (U = 229.5 z = -.247, p = .805) [negligible effect (r = 0.04)]"

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• 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 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 — related
• Adding alternative fact grouping to effective instruction produces no significant additional benefit in fluency or generalization of arithmetic combinations — related
• Students with LD show higher verbal skills, processing speed and counting skills than students with MID, but the groups do not differ in working memory, phonological short-term memory or knowledge of properties of operations — related