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.
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