Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?

Autor/inn/en	Fuchs, Lynn S.; Sterba, Sonya K.; Fuchs, Douglas; Malone, Amelia S.
Titel	Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 4, S.662-677 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1123336
Schlagwörter	Grade 4; Fractions; Mathematics Instruction; Intervention; Low Achievement; Academic Ability; Program Effectiveness; Effect Size; Mathematics Skills; Randomized Controlled Trials; Comparative Analysis; Elementary School Mathematics; Achievement Gap; At Risk Students; Achievement Tests; Adults; Intelligence Tests; Pretests Posttests; Elementary School Students; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest
Abstract	The purpose of this set of analyses, conducted on a randomized control trial examining the effects of a fourth-grade fraction intervention, was to assess the initial academic deficit severity hypothesis. With this hypothesis, at-risk students with more severe initial academic deficits are expected to profit less from intervention than do students with less severe initial academic deficits. Moderation analyses indicated that students with varying degrees of initial academic deficits benefited comparably from the intervention, such that effect sizes comparing intervention against control students were similar across the range of initial academic deficits. In a similar way, across the range of initial academic deficits, intervention students' posttest (spring) calculation performance was normalized (one standard error of measurement above the 25th percentile of a not-at-risk normative group's spring performance). On the most distal fractions outcome, however, normalized performance was achieved for intervention students with less severe initial academic deficits. Findings are discussed in terms of methods for judging intervention efficacy and for making individual decisions about when students should exit intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01