The Differential Effects of Teaching Addition through Strategy Instruction versus Drill and Practice to Students with and without Learning Disabilities. [Minimum-addend strategy instruction vs. drill and practice instruction]
Tournaki, Nelly (2003). Journal of Learning Disabilities, v36 n5 p449-58. Retrieved from: https://eric.ed.gov/?id=EJ676182
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examining28Students, grade2
Practice Guide
Review Details
Reviewed: June 2019
- Practice Guide (findings for Targeted Math Intervention)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Single digit addition test |
Targeted Math Intervention vs. (Not applicable) |
0 Days |
Strategy vs. practice: Accuracy score;
|
96.16 |
76.16 |
Yes |
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|
|
| Show Supplemental Findings | |||||||||
|
Single digit addition transfer test |
Targeted Math Intervention vs. (Not applicable) |
0 Days |
Strategy vs. practice: Accuracy score;
|
86.87 |
71.51 |
No |
-- | ||
|
Single digit addition test |
Targeted Math Intervention vs. (Not applicable) |
0 Days |
Strategy vs. practice: Latency score;
|
183.73 |
241.98 |
No |
-- | ||
|
Single digit addition transfer test |
Targeted Math Intervention vs. (Not applicable) |
0 Days |
Strategy vs. practice: Latency score;
|
381.16 |
394.80 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 31%
Male: 69% -
Urban
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New York
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Race Asian 2% Black 13% White 75% -
Ethnicity Hispanic 10%
Study Details
Setting
The study took place in one school district in the New York metropolitan area. Students with learning disabilities were taught in self-contained classrooms.
Study sample
There were 29 boys and 13 girls in the analytic sample (69 and 31 percent, respectively).
Intervention Group
Over the course of eight 15-minute sessions conducted on consecutive days, students received additional instruction beyond the regular math curriculum either through training in the minimum addend strategy. For the minimum addend strategy, children were presented with single-digit math addition problems of the form X + Y = ( ); they were trained to identify the larger addend and count on from that cardinal value the number of units specified by the smaller addend. At the start of each session, the strategy was demonstrated.
Comparison Group
Over the course of eight 15-minute sessions conducted on consecutive days, students received additional instruction beyond the regular math curriculum through drill and practice. Students were given sheets of 20 single-digit addition problems and instructed to complete them as quickly as possible.
Support for implementation
The study does not describe any support for implementation.
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Review Details
Reviewed: April 2009
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Practice Guide- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 43%
Male: 57% -
Urban
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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Study findings for this report.
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