The number of prompts children need decreases across the series of training problems¶

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 During training, the mean number of prompts provided decreased significantly across series 1-5 (partial η² = .69). → 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

Repeated measures analysis of the 60 trained children's prompt counts across five problem series; children received on average 32.8 prompts (SD = 19.07) over the training. The main effect for time was significant with printed effect size partial η² = .69, with means falling from 8.30 in series 1 to 1.90 in series 5.

"A significant main effect for time was found F (4, 56) = 32.17, p < .001, partial η² = .69, indicating that, as expected (2a), the number of prompts decreased across series 1-5."

Discussion¶

Related Claims¶

• Graduated prompts training increases children's measurement behavior on the Seria-Think task more than regular classroom instruction, without significantly reducing insertions — related
• Prompt requirements for each scenario-protocol change differently over the series of problems — related
• Prompt requirements differ between scenario-protocols, with the height-planning protocol (C) requiring the most prompts — related
• The number of prompts children needed during training predicted mathematics and technical reading achievement, while static pre- and post-test scores did not — related