Embedding Self-Regulation Instruction within Fractions Intervention for Third Graders with Mathematics Difficulties
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca (2019). Journal of Learning Disabilities, v52 n4 p337-348 . Retrieved from: https://eric.ed.gov/?id=EJ1219484
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examining46Students, grade3
Single Study Review
Review Details
Reviewed: February 2026
- Single Study Review (findings for Super Solvers)
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a randomized controlled trial with high attrition, but the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
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 |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, 11 items on Ordering Fractions) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
6.52 |
1.57 |
Yes |
|
|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, 16 items on Word Problems) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
7.18 |
3.76 |
Yes |
|
|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, Single-Digit Multiplication) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
20.62 |
16.60 |
Yes |
|
|
|
Researcher-developed fraction knowledge assessment (18 NAEP items on general fraction knowledge) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
10.61 |
8.50 |
Yes |
|
|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, Error in Number Line Placement) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
0.23 |
0.26 |
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.
-
17% English language learners -
Male: 52%
Other or unknown: 48% -
Race Black 52% Other or unknown 30% White 17% -
Ethnicity Hispanic 26% Other or unknown 74% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 94% Other or unknown 7%
Study Details
Setting
The study was conducted with students from 19 third-grade classrooms from six schools in a large, metropolitan school district.
Study sample
To be eligible for the study, students had to either perform below the 22nd percentile on the Wide Range Achievement Test–4 (WRAT-4) or perform below the 31st percentile on the WRAT-4 and score less than three on the Second-Grade Calculations Battery-Minuends to 18. Students who scored below the 9th percentile on both subtests of the Wechsler Abbreviated Scales of Intelligence (WASI) were excluded based on intellectual disability. A total of 73 students were randomly selected and randomized to study condition (24 to the Third-Grade Super Solvers intervention group (base), 23 to receive the base intervention plus embedded self-regulation (SR), and 26 to the business-as-usual comparison group). This review focuses on the SR vs. business-as-usual comparisons. The analytic sample included 46 students, with just over half of them males (52%). Race composition was 52% Black and 17% White. Just over one-fourth (26%) identified as Hispanic. Seventeen percent were English language learners, 2 percent had speech or language impairments, 2 percent had multiple disabilities, and the majority (94%) were eligible for free or reduced-price lunch.
Intervention Group
The Third-Grade Super Solvers (Super Solvers) is a fractions intervention aimed at students with mathematics difficulties. The intervention was taught in student pairs by tutors who were research grant employees with either a bachelor’s or master’s degree. Super Solvers incorporates four activities, including (1) multiplication and fraction word problems; (2) comparing, ordering, and placing fractions on a 0-1 number line; (3) fluency-building activities for comparing fractions and multiplication; and (4) independent student practice. Students also received an embedded self-regulation (SR) component to improve their self-sufficiency, encourage them to ask for support from their partner, set goals, and track their progress. Super Solvers was delivered in three 35-minute sessions per week for 13 weeks, with SR components averaging 4-7 minutes per lesson. The intervention typically occurred during part of classroom math instruction or the school’s intervention period.
Comparison Group
Teachers in the comparison condition conducted business as usual. Based on surveys completed by classroom teachers on their instructional time and practices, on average, students in the study received the same amount of mathematics classroom instruction and supplemental intervention provided by the study or school.
Support for implementation
Fidelity of tutors' implementation was monitored, and tutors attended biweekly meetings to receive training for upcoming sessions, engage in problem solving, and receive feedback.
Single Study Review
Review Details
Reviewed: February 2026
- Single Study Review (findings for Super Solvers)
- 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 |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed fraction knowledge assessment (18 NAEP items on general fraction knowledge) |
Super Solvers vs. Super Solvers–Third Grade |
1 Month |
Full sample;
|
10.61 |
8.91 |
No |
-- | |
|
Researcher-developed fraction knowledge assessment (Fraction Battery, Single-Digit Multiplication) |
Super Solvers vs. Super Solvers–Third Grade |
1 Month |
Full sample;
|
20.62 |
17.69 |
No |
-- | |
|
Researcher-developed fraction knowledge assessment (Fraction Battery, 11 items on Ordering Fractions) |
Super Solvers vs. Super Solvers–Third Grade |
1 Month |
Full sample;
|
6.52 |
5.61 |
No |
-- | |
|
Researcher-developed fraction knowledge assessment (Fraction Battery, Error in Number Line Placement) |
Super Solvers vs. Super Solvers–Third Grade |
1 Month |
Full sample;
|
0.23 |
0.25 |
No |
-- | |
|
Researcher-developed fraction knowledge assessment (Fraction Battery, 16 items on Word Problems) |
Super Solvers vs. Super Solvers–Third Grade |
1 Month |
Full sample;
|
7.18 |
7.35 |
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.
-
28% English language learners -
Female: 57%
Male: 43% -
Urban
-
Race Asian 4% Black 57% Other or unknown 30% White 9% -
Ethnicity Hispanic 30% Not Hispanic or Latino 70% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 93% No FRPL 7%
Study Details
Setting
The study took place in 19 third-grade classrooms in six schools that were part of a large, metropolitan school district.
Study sample
The researchers randomly assigned 24 third grade students to the Super Solvers + Self-regulation (intervention) condition and 24 third grade students to the base Super Solvers (comparison) condition. A total of 23 students in each condition were included in the analytic sample. In the analytic sample, approximately 57% of students were female. Most children (57%) were African American, with 30% other or unknown, 9% White, and 4% Asian. Hispanic children constituted 30% of the sample. The overwhelming majority of children (93%) were economically disadvantaged, 7% were identified with a disability (learning or behavior, speech/language), and 28% were English language learners.
Intervention Group
Super Solvers is a supplemental math program designed to support students who need help with fraction problems. Super Solvers included four activities: Problem Quest, Fraction Action, Math Blast, and Power Practice. Problem Quest includes multiplication and fraction word problems; Fraction Action includes comparing, ordering, and placing fractions on a 0-1 number line to assess students’ fraction magnitude understanding; Math Blast includes fluency-building activities for comparing fractions and multiplication; and Power Practice involves students practicing fraction skills independently. Students assigned to the intervention received the Super Solvers intervention three times per week, 35 minutes per session, for 13 weeks. Tutors delivered the intervention to small groups of two to four students. Tutors introduced the problems, provided examples, and demonstrated thinking aloud each step using direct language. As the intervention progressed, the tutor-led examples were replaced with student applications of the fraction skills through guided and independent practice. Students also received an additional embedded self-regulation component delivered by the tutors in the same small groups. The self-regulation instruction was usually implemented at the beginning of each session and took between 4-7 minutes per session. During each lesson, tutors shared information and led discussion about a self-regulation topic (for example, self-sufficiency, partner support, goal setting, planning, and monitoring) using scripted lessons. During the first two weeks, tutors focused on brain power and the impact of applying brain power (supporting a growth mindset). Tutors then focused on how to set goals, monitor progress, and update plans to meet goals. During the last nine weeks, tutors emphasized progress monitoring. Students received curriculum-based measure scores and aimed to beat their previous scores. To practice, they chose relevant worksheets that were aligned with their individual plan.
Comparison Group
Students in the comparison condition received the Super Solvers intervention without the self-regulation component.
Support for implementation
Six research grant employees served as the tutors. These tutors were not licensed teachers, but all had completed a bachelor’s degree and two held a master’s degree. Each tutor assisted with two to four groups in each study condition. Tutors received materials and attended biweekly meetings that provided training for upcoming sessions, problem solving, and feedback. No other details on training or implementation support were provided.
Single Study Review
Review Details
Reviewed: February 2026
- Single Study Review (findings for Super Solvers)
- 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 |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, 11 items on Ordering Fractions) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
5.61 |
1.57 |
Yes |
|
|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, 16 items on Word Problems) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
7.35 |
3.76 |
Yes |
|
|
|
Researcher-developed fraction knowledge assessment (Fraction Battery, Single-Digit Multiplication) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
17.69 |
16.60 |
No |
-- | |
|
Researcher-developed fraction knowledge assessment (Fraction Battery, Error in Number Line Placement) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
0.25 |
0.26 |
No |
-- | |
|
Researcher-developed fraction knowledge assessment (18 NAEP items on general fraction knowledge) |
Super Solvers vs. Business as usual |
1 Month |
Full sample;
|
8.91 |
8.50 |
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.
-
11% English language learners -
Female: 52%
Male: 48% -
Urban
-
Race Asian 4% Black 48% Other or unknown 31% White 17% -
Ethnicity Hispanic 26% Not Hispanic or Latino 74% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 96% Other or unknown 4%
Study Details
Setting
The study took place in six elementary schools in a large, urban school district.
Study sample
The researchers randomly assigned 24 students to the intervention group and 26 students to the comparison group. After attrition, a total of 46 students were included in the study. The 46 students were in 19 classrooms in grade 3. All students were identified as needing additional support in math based on a standardized screening. About half of the students were female; almost all (96%) were eligible for free or reduced-price lunch, and 11% were English learners. Four percent had a specific learning disability, 2% had a developmental delay, and 4% had another school-identified disability. Approximately 48% were Black, 17% were White, 4% were Asian, and 31% did not report a specific race. Twenty-six percent were Hispanic or Latino.
Intervention Group
Super Solvers is a supplemental math program designed to support students who need help with fraction problems. The intervention included four activities: Problem Quest, Fraction Action, Math Blast, and Power Practice. Problem Quest includes multiplication and fraction word problems; Fraction Action includes comparing, ordering, and placing fractions on a 0-1 number line to assess students’ fraction magnitude understanding; Math Blast includes fluency-building activities for comparing fractions and multiplication; and Power Practice involves students practicing fraction skills independently. Students assigned to the intervention received the Super Solvers intervention three times per week, 35 minutes per session, for 13 weeks. Tutors delivered the intervention to small groups of two to four students. Tutors introduced the problems, provided examples, and demonstrated thinking aloud each step using direct language. As the intervention progressed, the tutor-led examples were replaced with student applications of the fraction skills through guided and independent practice. Students received Super Solvers in place of some usual math instruction or in place of other instructional time. The authors reported that students in the Super Solvers intervention condition received a similar total amount of math instruction, including the time during which they received Super Solvers, as those in the comparison condition.
Comparison Group
Students in the comparison group received business-as-usual grade 3 mathematics instruction without a supplemental program. The study authors reported that students in the comparison condition received a similar total amount of math instruction as those in the Super Solvers intervention condition.
Support for implementation
Six tutors implemented the intervention. Tutors met biweekly during which they received training for upcoming sessions, solved problems encountered during prior sessions, and received feedback.
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