A Meta-Analysis of Mathematics Fact Fluency Interventions for Students with Mathematics Difficulties (MD)
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| Title: | A Meta-Analysis of Mathematics Fact Fluency Interventions for Students with Mathematics Difficulties (MD) |
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| Language: | English |
| Authors: | Grace P. Douglas (ORCID |
| Source: | Journal of Learning Disabilities. 2026 59(3):135-160. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Mathematics Skills, Intervention, Elementary Secondary Education, Incidence, Grouping (Instructional Purposes), Computation, Students with Disabilities, Learning Disabilities |
| DOI: | 10.1177/00222194261424914 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | Mathematics fact fluency is essential for proficiency in advanced topics, such as algebra. However, many students in the United States, including those in elementary and secondary grades, experience mathematics difficulties (MD) and struggle to develop fluency with mathematics facts. We synthesized findings from 35 group-design studies, reporting 178 effect sizes (ESs), conducted between 1975 and June 2024, to evaluate the efficacy of fact fluency interventions and identify key malleable moderators of intervention outcomes. Results from a Robust Variance Estimation (RVE) model revealed an educationally meaningful average ES (g = 0.76), providing evidence of the overall efficacy of fact fluency interventions. However, the prediction interval (-0.60 to 2.12) indicated substantial heterogeneity in treatment effects, warranting further investigation. To explore this variability, we conducted a meta-regression analysis to examine the role of intervention dosage indicators (e.g., frequency) and alignment indicators (e.g., grade level) while accounting for study-level confounders (e.g., publication era). Significant moderators included two dosage indicators (i.e., grouping and total sessions) and two alignment indicators (i.e., operation focus and outcome measures). We discuss these results in relation to limitations, implications for future research, and classroom practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502940 |
| Database: | ERIC |
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| Abstract: | Mathematics fact fluency is essential for proficiency in advanced topics, such as algebra. However, many students in the United States, including those in elementary and secondary grades, experience mathematics difficulties (MD) and struggle to develop fluency with mathematics facts. We synthesized findings from 35 group-design studies, reporting 178 effect sizes (ESs), conducted between 1975 and June 2024, to evaluate the efficacy of fact fluency interventions and identify key malleable moderators of intervention outcomes. Results from a Robust Variance Estimation (RVE) model revealed an educationally meaningful average ES (g = 0.76), providing evidence of the overall efficacy of fact fluency interventions. However, the prediction interval (-0.60 to 2.12) indicated substantial heterogeneity in treatment effects, warranting further investigation. To explore this variability, we conducted a meta-regression analysis to examine the role of intervention dosage indicators (e.g., frequency) and alignment indicators (e.g., grade level) while accounting for study-level confounders (e.g., publication era). Significant moderators included two dosage indicators (i.e., grouping and total sessions) and two alignment indicators (i.e., operation focus and outcome measures). We discuss these results in relation to limitations, implications for future research, and classroom practice. |
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| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194261424914 |
