Supported self-explaining produces higher-quality explanations of fraction magnitude differences than a word-problem component¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2016 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 EXP provided higher quality explanations than WP (ES = 0.93) and CON (ES = 1.37). → Fuchs 2016
Evidence¶
Fuchs 2016¶
Fuchs, L. S., Malone, A., Schumacher, R. F., Namkung, J., Hamlett, C. L., Jordan, N. C., Siegler, R. S., Gersten, R., & Changas, P. (2016). Supported Self-Explaining during Fraction Intervention. Journal of Educational Psychology. https://doi.org/10.1037/edu0000073
q3 · i2 · causal · r2
ANOVA on explanation quality posttest (max 27, alpha .92) in the RCT; explanations scored for conceptual content by two independent coders with 99.1% agreement. The article reports EXP "provided higher quality explanations than WP (ES = 0.93)".
"On explanation quality, EXP provided higher quality explanations than WP (ES = 0.93) and CON (ES = 1.37), and WP provided higher quality explanations than CON (ES = 0.60)."
Discussion¶
Learner Variables¶
- Communication Skills — outcome: instruction changes it
- Number Sense — outcome: instruction changes it
- Proportional Reasoning — outcome: instruction changes it
Related Claims¶
- Reasoning moderates the word-problem intervention's advantage, and the intervention did not compensate for low reasoning — related
- Supported self-explaining improves accuracy of fraction magnitude comparisons more than a word-problem intervention component in at-risk fourth graders — related
- Schema-based word-problem intervention improves multiplicative fraction word-problem solving, with no advantage of the explaining component on that outcome — related
- Working memory compensatorily moderates the explaining intervention's advantage: supported self-explaining benefits students with weaker working memory most — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
supported-self-explaining-improves-explanation-quality |
title |
Supported self-explaining produces higher-quality explanations of fraction magnitude differences than a word-problem component |
description |
Supported self-explaining produces higher-quality explanations of fraction magnitude differences than a word-problem component |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fuchs-2016 |
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