Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties.

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.

Cognitive Profiles Associated With Responsiveness to Fraction Intervention.

This study examined differences in cognitive processing between 4th-grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number-line estimation, calculation, and word problems. Students were assessed on 7 cognitive processes and on the 3 fraction outcomes. Students were grouped as adequate or inadequate responders, using as the cut-point the control-group mean on pre-to-post improvement on the relevant measure. Between-group differences identified reasoning, concept formation, and listening comprehension related to all 3 fraction outcomes. On the number-line outcome, within-group profile analysis indicated that inadequate responders experienced low reasoning ability relative to their other forms of cognitive processing.