Supported self-explaining improves accuracy of fraction magnitude comparisons more than a word-problem intervention component in at-risk fourth graders¶
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 At-risk fourth graders taught supported self-explaining outscored the word-problem condition on fraction magnitude comparison accuracy (ES = 0.43). → Fuchs 2016
q3 i3 Both intervention conditions outperformed control on comparison accuracy (ES = 1.37 for EXP vs. control; 0.89 for WP vs. control). → 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
Randomized controlled trial: 236 at-risk fourth graders from 52 classrooms in 14 schools were randomly assigned at the individual level to EXP (n = 79), WP (n = 79) or CON (n = 78); 18 who moved before the end of the study were omitted, leaving 218 analysed (73 EXP, 74 WP, 71 CON); 1-way ANOVA on posttest comparison accuracy with Fisher LSD follow-ups. The article reports "EXP outscored WP (ES = 0.43)" and both conditions beat control.
"On comparison accuracy, EXP outscored WP (ES = 0.43), and both intervention conditions outperformed CON (ES = 1.37 for EXP vs. control; 0.89 for WP vs. control)."
Discussion¶
Learner Variables¶
- Number Sense — outcome: instruction changes it
- Proportional Reasoning — outcome: instruction changes it
Related Claims¶
- The multi-component measurement-focused fraction intervention outperforms part-whole-focused control on NAEP items, number line estimation, and calculations — related
- Reasoning moderates the word-problem intervention's advantage, and the intervention did not compensate for low reasoning — related
- Supported self-explaining produces higher-quality explanations of fraction magnitude differences than a word-problem component — related
- Schema-based word-problem intervention improves multiplicative fraction word-problem solving, with no advantage of the explaining component on that outcome — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
supported-self-explaining-improves-magnitude-comparison-accuracy |
title |
Supported self-explaining improves accuracy of fraction magnitude comparisons more than a word-problem intervention component in at-risk fourth graders |
description |
Supported self-explaining improves accuracy of fraction magnitude comparisons more than a word-problem intervention component in at-risk fourth graders |
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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