Fuchs Lynn S, Powell Sarah R, Hamlett Carol L, Fuchs Douglas, Cirino Paul T, Fletcher Jack M
Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA.
J Res Educ Eff. 2008;1(1):2-32. doi: 10.1080/19345740701692449.
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.
本研究的主要目的是评估辅导对弥补三年级计算缺陷的效果，并探讨根据学生是仅存在数学困难还是同时存在阅读困难，补救措施的效果是否存在差异。在两个地点，127名学生根据数学困难状况进行分层，并随机分配到4种条件下：单词识别（对照）辅导或3种计算辅导条件之一：事实检索、程序性计算和计算估计，以及组合式（事实检索+程序性计算和计算估计）。结果显示，事实检索辅导提高了事实检索技能，程序性计算和计算估计辅导（无论是单独进行还是与事实检索辅导相结合）提高了计算估计技能。补救措施的效果不会因学生的数学困难状况而产生差异。
