Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.
Authors citation
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M.
Publication
Exceptional Children
Year of Study
2008
Subject
Math
Program Evaluated
Preventative tutoring
Tutor Type
Teacher
Duration
12 weeks
Sample size
35
Grade Level(s)
3rd Grade
Student-Tutor Ratio
1
Effect Size
0.76
Study Design
Randomized Controlled Trial
Full citation
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008A). Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. Exceptional Children