Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Lynn S.; Powell, Sarah R.; Hamlett, Carol L.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M. |
|---|---|
| Titel | Remediating Computational Deficits at Third Grade: A Randomized Field Trial |
| Quelle | In: Journal of Research on Educational Effectiveness, 1 (2008) 1, S.2-32 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| Schlagwörter | Computation; Grade 3; Remedial Instruction; Mathematics Instruction; Tutoring; Instructional Effectiveness; Reading Difficulties; Elementary School Students; Word Recognition; Computer Assisted Instruction; Tennessee; Texas; Wide Range Achievement Test |
| Abstract | The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty alone or concomitantly with reading difficulty. At 2 sites, 127 students were stratified on mathematics difficulty status and randomly assigned to 4 conditions: word recognition (control) tutoring or 1 of 3 computation tutoring conditions: fact retrieval, procedural computation and computational estimation, and combined (fact retrieval + procedural computation and computational estimation). Results revealed that fact retrieval tutoring enhanced fact retrieval skill, and procedural computation and computational estimation tutoring (whether in isolation or combined with fact retrieval tutoring) enhanced computational estimation skill. Remediation was not differentially efficacious as a function of students' mathematics difficulty status. (Contains 4 tables and 1 footnote.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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