MDRD third graders show no significant differences among tutoring conditions on fact retrieval¶

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? For MDRD students, neither fact retrieval tutoring condition improved fact retrieval significantly more than procedural/estimation tutoring or no tutoring. → 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

In the same randomized trial (n = 139), Tukey follow-up comparisons found no differences among the four tutoring conditions for MDRD students; Table 3 effect sizes for MDRD contrasts ranged from -0.34 to 0.17 with confidence intervals spanning zero.

"In contrast, for MDRD students, there were no differences among tutoring conditions."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• Tutoring condition interacts with MD subtype status in effects on third graders' fact retrieval skill — related
• MD-only third graders in fact retrieval tutoring outperform PROC/E and control students on fact retrieval — related
• MD-only students outperform MDRD students in fact retrieval skill overall — related
• Procedural computation/estimation tutoring does not improve automatic fact retrieval — related
• Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit — related