Effects of First-Grade Number Knowledge Tutoring with Contrasting Forms of Practice

Autor/inn/en	Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L.; DeSelms, Jacqueline; Seethaler, Pamela M.; Wilson, Julie; Craddock, Caitlin F.; Bryant, Joan D.; Luther, Kurstin; Changas, Paul
Titel	Effects of First-Grade Number Knowledge Tutoring with Contrasting Forms of Practice
Quelle	In: Journal of Educational Psychology, 105 (2013) 1, S.58-77 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0030127
Schlagwörter	At Risk Students; Tutoring; Arithmetic; Mathematics Instruction; Word Problems (Mathematics); Grade 1; Comparative Analysis; Mathematics Education; Intervention; Pretests Posttests; Scores; Achievement Gap; Short Term Memory; Control Groups; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Textaufgabe; School year 01; 1. Schuljahr; Schuljahr 01; Mathematische Bildung; Kurzzeitgedächtnis
Abstract	The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice (n = 195), number knowledge tutoring with nonspeeded practice (n = 190), and control (no tutoring, n = 206). Each tutoring condition produced stronger learning than control on all 4 mathematics outcomes. Speeded practice produced stronger learning than nonspeeded practice on arithmetic and 2-digit calculations, but effects were comparable on number knowledge and word problems. Effects of both practice conditions on arithmetic were partially mediated by increased reliance on retrieval, but only speeded practice helped at-risk children compensate for weak reasoning ability. (Contains 7 tables, 2 figures and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06