2009/02/01 by Sarah R. Powell, Lynn S. Fuchs, Douglas Fuchs +3
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Teaching Techniques #Reading and Literacy Development
paper · doi:10.1111/j.1540-5826.2008.01272.x
openalex publication_date 2009/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.