WWC review of this study

Effects of Super Solvers fractions intervention for at-risk third graders: A research report [Super Solvers without embedded self-regulation instruction vs Super Solvers with embedded self-regulation instruction]

Wang, A. Y., Fuchs, L. S., Preacher, K. J., Fuchs, D., Malone, A. S., & Pachmayr, R. (2019). Nashville, TN: Vanderbilt University. http://frg.vkcsites.org/wp-content/uploads/2019/07/Effects-of-Super-Solvers-Fractions-Intervention-for-At-Risk-Third-Graders.pdf.

  • Randomized Controlled Trial
     examining 
    55
     Students
    , grade
    3

Reviewed: January 2023

No statistically significant positive
findings
Meets WWC standards without reservations
Rational Numbers Computation outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Fraction Battery-Revised Addition and Subtraction (Malone & Fuchs, 2017)

Super Solvers without embedded self-regulation instruction vs. Super Solvers with embedded self-regulation instruction

1 Month

Fraction magnitude + word problem group vs. fraction magnitude + word problem + self-regulation group contrast;
55 students

5.35

4.74

No

--
Rational Numbers Knowledge outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

13 released items from 1990-2009 National Assessment of Educational Progress (NAEP)

Super Solvers without embedded self-regulation instruction vs. Super Solvers with embedded self-regulation instruction

1 Month

Fraction magnitude + word problem group vs. fraction magnitude + word problem + self-regulation group contrast;
55 students

6.10

6.01

No

--
Rational Numbers Magnitude Understanding/Relative Magnitude Understanding outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Fraction Battery-Revised Ordering (Malone & Fuchs, 2017)

Super Solvers without embedded self-regulation instruction vs. Super Solvers with embedded self-regulation instruction

1 Month

Fraction magnitude + word problem group vs. fraction magnitude + word problem + self-regulation group contrast;
55 students

5.26

5.39

No

--

Fraction Battery-Revised Number Line (Malone & Fuchs, 2017)

Super Solvers without embedded self-regulation instruction vs. Super Solvers with embedded self-regulation instruction

1 Month

Fraction magnitude + word problem group vs. fraction magnitude + word problem + self-regulation group contrast;
55 students

8.78

9.06

No

--
Rational Numbers Word Problems/Problem Solving outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Fraction Battery-Revised Word Problems (Malone & Fuchs, 2017)

Super Solvers without embedded self-regulation instruction vs. (Not applicable)

1 Month

Full sample. FM+WP vs. FM+WP+SR;
55 students

10.21

10.35

No

--

Fraction Battery-Revised Word Problems (Malone & Fuchs, 2017)

Super Solvers without embedded self-regulation instruction vs. Super Solvers with embedded self-regulation instruction

1 Month

Fraction magnitude + word problem group vs. fraction magnitude + word problem + self-regulation group contrast;
55 students

10.16

10.35

No

--
Whole Numbers Computation outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Fraction Battery-Revised Single-Digit Multiplication (Malone & Fuchs, 2017)

Super Solvers without embedded self-regulation instruction vs. Super Solvers with embedded self-regulation instruction

1 Month

Fraction magnitude + word problem group vs. fraction magnitude + word problem + self-regulation group contrast;
55 students

18.11

18.66

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 22% English language learners

  • Female: 55%
    Male: 45%

  • Urban
  • Race
    Black
    62%
    Other or unknown
    31%
    White
    7%
  • Ethnicity
    Hispanic    
    24%
    Not Hispanic or Latino    
    76%

Setting

Students in the study attended one of 29 classooms in 8 schools in a large, metropolitan school district. The authors do not reveal where the school district was located.

Study sample

The intervention group was 42.3% male. The racial and ethnic breakdown of the intervention group was 61.5% African American, 7.7% White, 19.2% Hispanic, and 11.5% other. 57.7% of the intervention group qualified for the Federal School Lunch Program. 3.8% of the intervention group children had a school-identified learning disability. 19.2% of the intervention group students were English Learner students. The comparison group was 48.3% male. The racial and ethnic breakdown of the comparison group was 62.1% African American, 6.9% White, 27.6% Hispanic, and 3.4% other. 55.2% of the comparison group qualified for the Federal School Lunch Program. 6.9% of the comparison group children had a school-identified learning disability. 24.1% of the comparison group students were English Learner students.

Intervention Group

For this contrast, the intervention condition is the fraction magnitude + word problem group (the Super Solvers group). The intervention included 13 weeks of 35-minute explicit instruction, delivered to pairs of students 3 times per week. The fraction magnitude component involved comparing, ordering, placing fractions on number lines, and equivalencies. The word problem component involved schema-based instruction with a focus on comparing and change fraction word problems. While the comparison group had self regulation activities, intervention group members completed an extra word problem.

Comparison Group

For this contrast, the comparison condition is the fraction magnitude + word problem + self-regulation group (the Super Solvers with embedded self-regulation instruction group). This intervention included 13 weeks of 35-minute explicit instruction, delivered to pairs of students 3 times per week. The intervention was the same as what the intervention group received, with the addition of self-regulation. The self-regulation component involved students evaluating progress and creating plans to reach goals. Every two weeks, students graphed their score, set a goal to beat their highest score, and created a plan for how to meet their goal.

Support for implementation

Tutors were observed in-person as well as audiotaped to check for fidelity of implementation. They attended weekly meetings. During these meetings, training was provided for upcoming sessions, an opportunity was provided to engage in problem-solving about any issues they were having, and they received feedback.

 

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