事实检索辅导对有和没有阅读困难的三年级数学困难学生的影响。
Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.
作者信息
Powell Sarah R, Fuchs Lynn S, Fuchs Douglas, Cirino Paul T, Fletcher Jack M
机构信息
Vanderbilt University.
出版信息
Learn Disabil Res Pract. 2009;24(1):1-11. doi: 10.1111/j.1540-5826.2008.01272.x.
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.
本研究的目的是评估事实检索辅导作为数学难度（MD）亚型的一个函数的效果，也就是说，学生是仅存在数学困难（仅MD）还是同时存在数学和阅读困难（MDRD）。来自两个地点的三年级学生（n = 139），按地点和MD亚型进行分组，被随机分配到四种辅导条件下：事实检索练习、概念性事实检索指导与练习、程序性计算/估算指导以及对照组（无辅导）。辅导在15周内进行45次，每次15 - 25分钟。结果表明，在事实检索评估方面，辅导条件与MD亚型状态之间存在交互作用。对于仅MD的学生，两种事实检索条件下的学生表现相当，且优于对照组中的仅MD学生以及程序性计算/估算指导组的学生。相比之下，对于MDRD学生，各干预条件之间没有显著差异。
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