Acceso usuarios
Lynn S. Fuchs, Douglas Fuchs, Caitlin F. Craddock, Kurstin N. Hollenbeck, Carol L. Hamlett, Christopher Schatschneider
This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at risk (n=243) were randomly assigned, within classroom conditions, to receive or not receive Hot Math tutoring. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed that the tutored students who received validated classroom instruction achieved better than the tutored students who received conventional classroom instruction (effect size=1.34). However, the advantage for tutoring over no tutoring was similar whether students received validated or conventional classroom instruction (effect sizes=1.18 and 1.13). Tutoring, not validated classroom instruction, reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.
