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

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Next-generation fraction intervention and the long-term advantage of interleaved instruction

Lynn S. Fuchs ^[1] ; Amelia S. Malone ^[1] ; Kristopher J. Preacher ^[1] ; Eunsoo Cho ^[2] ; Douglas Fuchs ^[1] ; Paul Changas ^[3]
1. [1] Vanderbilt University
  
  Vanderbilt University
  
  Estados Unidos
2. [2] Michigan State University
  
  Michigan State University
  
  City of East Lansing, Estados Unidos
3. [3] Metropolitan-Nashville Public Schools
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Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 89, Nº. 3, 2023, págs. 332-352
Idioma: inglés
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Resumen
- This study's first purpose was to investigate effects of a fourth- and fifth-grade “next-generation” fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college-readiness standards. The study's second purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The third purpose was to isolate the effects of one of the six 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 to 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.