ArticleJournal of educational psychology2013
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.
Article in Journal of educational psychology, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 52 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
52 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The relation between number line performance and mathematics outcomes: Two meta-analyses.Developmental science · 2024Pooled it
- A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD).Journal of learning disabilitiesPooled it
- Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.Nature communications · 2015Trial
- From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficulties.Frontiers in psychology · 2024Article
- Triangulating on developmental models with a combination of experimental and nonexperimental estimates.Developmental psychology · 2023Article
- Design and Analytic Features for Reducing Biases in Skill-Building Intervention Impact Forecasts.Journal of research on educational effectiveness · 2023Article
- Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments.Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children · 2022Article
- Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review.Campbell systematic reviews · 2021Review
- The cerebellum-driven social basis of mathematics: implications for one-on-one tutoring of children with mathematics learning disabilities.Cerebellum & ataxias · 2021Article
- Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.Journal of educational psychology · 2021Article
- Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.Child development · 2020Article
- Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior.Frontiers in psychology · 2020Article
- Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?Contemporary educational psychology · 2020Article
- Improving Language Comprehension to Enhance Word-Problem Solving.Reading & writing quarterly : overcoming learning difficulties · 2020Article
- The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2019Article
- The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions.Journal of educational psychology · 2019Article
- Individual Differences in Addition Strategy Choice: A Psychometric Evaluation.Journal of educational psychology · 2019Article
- Predicting Age of Becoming a Cardinal Principle Knower.Journal of educational psychology · 2019Article
- Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia.Frontiers in psychology · 2019Article
- Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?Exceptional children · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
13 authors.
Funding
Abstract
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice (
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.