Examining a Preteaching Framework to Improve Fraction Computation Outcomes Among Struggling Learners

Fraction interventions for struggling elementary math learners: A review of the literature

“…Of the group design studies, six used random assignment of participants to treatment and control groups (Fuchs et al, , ; Fuchs, Malone, et al, ; Fuchs, Schumacher, et al, ; Hunt, ; Watt & Therrien, ). Attrition was reported for all except three group studies (Hunt, ; Watt & Therrien, ; Westenskow & Moyer‐Packenham, ), and was low (i.e., below 30%). All studies established baseline equivalence between groups.…”

“…All studies clearly defined and described the fraction performance measure(s) of each dependent variable. Five studies utilized researcher created measures (Agrawal, ; Everett et al, ; Reneau, ; Sharp & Shih Dennis, ; Westenskow & Moyer‐Packenham, ), five used standardized measures (Fuchs et al, , ; Fuchs, Malone, et al, ; Fuchs, Schumacher, et al, ; Turner, ), and two incorporated both types of measures (Hunt, ; Watt & Therrien, ). For each single‐subject design study, inter‐rater reliability of 80% or higher was reported.…”

“…For each single‐subject design study, inter‐rater reliability of 80% or higher was reported. All group design studies provided reliability information for the dependent measures, but only three reported on validity (Hunt, ; Watt & Therrien, ; Westenskow & Moyer‐Packenham, ). All but one study administered outcome measures in an appropriate time frame (Turner, ).…”

“…All studies utilized the primary researcher or research team member (i.e., graduate students) as the instructor for intervention sessions. Five studies included instructors with prior education experience (Agrawal, ; Reneau, ; Sharp & Shih Dennis, ; Watt & Therrien, ; Westenskow & Moyer‐Packenham, ), six studies utilized graduate students (Everett et al, ; Fuchs et al, , ; Fuchs, Malone et al, ; Fuchs, Schumacher et al, ; Hunt, ), and one study did not provide interventionist background information (Turner, ). All but two studies (Everett et al, ; Turner, ) described the training or qualifications necessary to implement the intervention.…”

“…Three studies were coded for a shared focus on conceptual and procedural outcomes. Agrawal () targeted and measured both conceptual and procedural outcomes of the addition and subtraction of fractions with like and unlike denominators; Turner () focused on fraction equivalence concepts, comparing and ordering fractions, and addition and subtraction of fractions; and Watt and Therrien () focused on comparing fraction magnitudes, reducing fractions to the simplest form, and addition and subtraction of fractions. Only one study in this review was primarily focused on procedural knowledge outcomes (Everett et al, ).…”