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ERIC Number: ED623746
Record Type: Non-Journal
Publication Date: 2022-Oct
Pages: 46
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction
Lynn S. Fuchs; Amelia S. Malone; Kristopher J. Preacher; Eunsoo Cho; Douglas Fuchs; Paul Changas
Grantee Submission
This study's 1st purpose was to investigate effects of a 4th- and 5th-grade "next-generation" fraction intervention, which included 6 enhancements over a previously validated fraction intervention, designed to address Career- and College-Readiness standards. The next-generation intervention is referred to as "Super Solvers." The study's 2nd purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The 3rd purpose was to isolate the effects of 1 of the 6 intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention ("Super Solvers": SSINT) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across) conditions produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39-0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive needs students and the importance of interleaved instruction. [This paper will be published in "Exceptional Children."]
Related Records: EJ1372215
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (NCSER) (ED/IES)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wide Range Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R324D130003
Author Affiliations: N/A