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Meta‐Analysis of Mathematic Basic‐Fact Fluency Interventions: A Component Analysis
Author(s) -
Codding Robin S.,
Burns Matthew K.,
Lukito Gracia
Publication year - 2011
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2010.00323.x
Subject(s) - fluency , component (thermodynamics) , psychology , meta analysis , learning disability , psychological intervention , drill , mathematics education , cognitive psychology , psychotherapist , developmental psychology , medicine , engineering , psychiatry , physics , thermodynamics , mechanical engineering
Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single‐case design studies with 55 participants were reviewed using meta‐analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed.