title: Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.
abstract: 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.
authors.affiliation: Vanderbilt University.
authors.forename: Sarah R
authors.initials: SR
authors.lastname: Powell
authors.forename: Lynn S
authors.initials: LS
authors.lastname: Fuchs
authors.forename: Douglas
authors.initials: D
authors.lastname: Fuchs
authors.forename: Paul T
authors.initials: PT
authors.lastname: Cirino
authors.forename: Jack M
authors.initials: JM
authors.lastname: Fletcher