Procedural computation/estimation tutoring does not improve automatic 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? Tutoring focused on two-digit procedural computation and estimation, though it embedded single-digit facts, did not promote automatic fact retrieval for either MD subtype. → 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 randomized trial, the PROC/E condition controlled instructional time but produced no fact retrieval improvement; students worked single-digit facts without time constraints inside two-digit calculation problems, with no timed fact practice.

"We found no evidence that this condition, which served to control for tutoring time, promoted the development of automatic fact retrieval among MD-only or MDRD students."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it
• Operations and Place Value — outcome: instruction changes it

Related Claims¶

• Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit — related
• MD-only third graders in fact retrieval tutoring outperform PROC/E and control students on fact retrieval — related
• MDRD third graders show no significant differences among tutoring conditions on fact retrieval — related
• Tutoring condition interacts with MD subtype status in effects on third graders' fact retrieval skill — related