Effects of fact retrieval tutoring on third-grade students with math difficulties with and without reading difficulties



Journal Title

Journal ISSN

Volume Title


Learning Disabilities Research and Practice


The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15 weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.




Copyright 2009 Learning Disabilities Research and Practice. This is a post-print version of a published paper that is available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-5826.2008.01272.x/full. Recommended citation: Powell, Sarah R., Lynn S. Fuchs, Douglas Fuchs, Paul T. Cirino, and Jack M. Fletcher. "Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties." Learning Disabilities Research and Practice 24, no. 1 (2009): 1-11. doi: 10.1111/j.1540-5826.2008.01272.x. This item has been deposited in accordance with publisher copyright and licensing terms and with the author's permission.