Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

Autor/inn/en	Fuchs, Lynn S.; Malone, Amelia S.; Preacher, Kristopher J.; Cho, Eunsoo; Fuchs, Douglas; Changas, Paul
Titel	Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction
Quelle	In: Exceptional Children, 89 (2023) 3, S.332-352 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221135565
Schlagwörter	Elementary School Students; Elementary School Mathematics; Fractions; Intervention; Grade 4; Grade 5; Mathematics Instruction; Computation; Mathematics Skills; Outcomes of Education; Effect Size; Teaching Methods; Achievement Tests; Mathematics Tests; Outcome Measures; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Bruchrechnung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study's first purpose was to investigate effects of a fourth- and fifth-grade "next-generation" fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college-readiness standards. The study's second purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The third purpose was to isolate the effects of one of the six intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention (Super Solvers [SSINT]) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across conditions) produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39 to 0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive-needs students and the importance of interleaved instruction. [For the corresponding grantee submission, see ED623746.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01