Answers are grounded in this paper and cite their sources.
To investigate the influence of an innovative math fluency intervention, 36 middle‐school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model).
No takes yet. Share an insight, caveat, or question.
Axtell et al. (2009) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: