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1.
John C. Begeny Robin S. Codding Jiayi Wang Rahma M. Hida Sierra L. Patterson Sarah Kessler Felicia Fields-Turner Kimberly A. Ramos 《Psychology in the schools》2020,57(4):540-555
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined the effectiveness of specific motivational strategies used in the small-group Accelerating Mathematics Performance through Practice Strategies (AMPPS-SG) intervention program. A multiple baseline design was used with three instructional groups of second grade students to compare the relative effectiveness of three different conditions on students’ math computation skills. Condition 1 included all of the AMPPS-SG instructional components. Condition 2 included all instructional procedures as well as goal-setting, performance feedback, and reinforcement for performance. Condition 3 included all components used in Condition 2, as well as a group-based reward contingency. Results showed that students’ performance during Condition 3 was significantly better than performance during Conditions 1 and 2. 相似文献
2.
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics 总被引：1，自引：0，他引：1
Radhika Misquitta 《Learning disabilities research & practice》2011,26(2):109-119
Fractions are an essential foundational skill for future mathematics success (NMAP, 2008). The purpose of this article was to review current instructional practices for teaching fractions to struggling learners and to examine the quality and effectiveness of contemporary research with a view to indicating directions for future research. A comprehensive search of literature published between 1990 and 2008 resulted in the identification of 10 empirical studies that targeted fraction skills for struggling learners. Results indicated that three interventions, found to be effective for improving outcomes in mathematics for struggling learners, were also effective for teaching fractions: graduated sequence, strategy instruction, and direct instruction. In addition, explicit instruction was identified as necessary for improving students’ performance in fractions. Overall, this review highlighted the paucity of research in this critical mathematical content area. 相似文献
3.
Genesis D. Arizmendi Jui‐Teng Li M. Lee Van Horn Stefania D. Petcu H. Lee Swanson 《Learning disabilities research & practice》2021,36(1):56-75
This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. We included group and single‐subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single‐subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single‐subject studies yielded a mean Percentage of Non‐Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction. The implications for practice and future research are discussed. 相似文献
4.
Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献
5.
Richard L. Simpson 《Exceptionality》2013,21(4):201-202
This article focuses on the development and use of alternative reading measures that are performance based (authentic and direct), technically adequate, and help teachers make instructional decisions. Although performance assessments are promulgated as better than many traditional, published measures of achievement, few studies on technical adequacy have been conducted. We present 2 studies that focus on concurrent criterion validity and instructional decision making; the studies are framed as examples of reading measurement within the debate on whole language programs. The first study focuses on the relation of the performance measure of oral reading with several other reading measures; the second study focuses on teacher decision making, using quantitative and qualitative outcomes reflecting individual student change in performance (in reading fluency and prosody) over time. In this article, both studies are described briefly, and the emphasis of discussion is placed on appropriately evaluating programs so that the measures match the interventions (are systemically valid) and support their effec- tiveness for use with individual students. 相似文献
6.
Minyi Shih Dennis Emily Sharp Jacquelyn Chovanes Amanda Thomas Raquel M. Burns Beth Custer Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168
This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD. 相似文献
7.
《Journal of research on educational effectiveness》2013,6(1):3-29
AbstractEvery Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials. 相似文献
8.
Stephen J. Hegedus John Tapper Sara Dalton 《Journal of Mathematics Teacher Education》2016,19(1):7-32
In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on student learning of Algebra 2 content. Conditional measures (teacher background characteristics) and instructional measures (self-reported instructional preferences, stances, and classroom practices) were subjected to a variety of empirical analyses to discern their relationship to student learning. Researchers examined both the overall effect of teacher contextual variables on student learning and the specific effect of SimCalc on both teacher instructional measures and student performance. There is evidence to support that teachers who use the SimCalc curriculum value classroom communication, deep understanding of math concepts, and support for both routine and non-routine problems. 相似文献
9.
Individual differences among learners constitute an important class of variables for research on instruction. Their study has been of interest because measures of these variables usually predict learning outcome. There is renewed interest in this fact today because aptitudes now often appear to interact with instructional outcomes, relating differently to learning outcomes under different instructional treatments. Practical interest for science educators stems from the possibility that such interactions may be used to adapt science instruction to fit different learners optimally. Aptitude-treatment interactions (ATI) have been the subject of many studies in recent years and a wide variety of ATI findings are now in hand establishing the existence of ATI as a phenomena. Continuing research in this area will hopefully lead toward improved theory and practice to explain and to use aptitude for science instructional purposes. This article identifies promising areas of ATI research as well as general methodological guidelines for interested science educators. 相似文献
10.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL. 相似文献
11.
Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education. 相似文献
12.
Carol Sue Englert 《Learning disabilities research & practice》2009,24(2):104-120
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance. 相似文献
13.
Sabatini JP Shore J Holtzman S Scarborough HS 《Journal of research on educational effectiveness》2011,4(2):118-113
To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed. 相似文献
14.
15.
《Australian Journal of Learning Difficulties》2013,18(2):67-72
Abstract In spite of serious reservations expressed by reading scientists regarding both its efficacy and its cost effectiveness, for over 20 years Reading Recovery has been promoted internationally as the intervention of choice for young struggling readers. Following a brief review of research on Reading Recovery, several suggestions for improvement are suggested. An alternative small group‐based instructional model (MINILIT) is then described. This provides additional focus on phonemic awareness and allows access to the MULTILIT program for younger struggling readers. The results from two preliminary pilot studies are presented. 相似文献
16.
Despite encouraging findings that show that interventions can improve students’ math understanding, achievement gaps in math often persist or even widen for students who struggle. Practitioners play a significant role in closing these achievement gaps because they have the responsibility to select or design interventions. Practitioners may wish to consider factors that influence intervention effectiveness. This study evaluated numeracy interventions and explored how features of the studies and interventions may have influenced reported effects. Exploratory analyses revealed smaller effects when only distal measures were considered (g = 0.35; SE = 0.05), or when studies reported including more than 30 percent of participants as English learners (g = 0.44; SE = 0.12). Results also indicated variable effects across the same intervention programs. Implications for practitioners related to selecting interventions are discussed. 相似文献
17.
Michael D. Coyne Edward J. Kame'enui Deborah C. Simmons 《Learning disabilities research & practice》2001,16(2):62-73
This paper addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (a) the complexity in our alphabetic writing system, and (b) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. Prevention and intervention efforts in beginning reading for students with learning disabilities must attend to 2 systems, our complex alphabetic writing system and our equally complex schools. In this article, we present 2 sets of organizing principles to guide prevention and intervention in beginning reading drawn from the substantial body of converging research evidence accumulated over the past 40 years. The first set consists of 6 instructional design principles focused on teaching reading in our alphabetic writing system. These principles include big ideas, mediated scaffolding, conspicuous strategies, strategic integration, primed background knowledge, and judicious review. The second set includes organizational principles designed to anchor effective reading practices at the school‐building level. These principles are structured around 3 interrelated areas: (1) the schoolwide establishment of long‐term reading goals and intermediate performance benchmarks, (2) the early identification and frequent monitoring of students experiencing reading difficulties, and (3) the development of coordinated and differentiated instructional interventions for the full range of learners. 相似文献
18.
Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary
struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total
of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension
and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included
listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a
passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions
and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition,
and comprehension. 相似文献
19.
Sharon Vaughn Patricia G. Mathes Sylvia Linan‐Thompson David J. Francis 《Learning disabilities research & practice》2005,20(1):58-67
The purpose of this article is to describe features of interventions that are empirically validated for use with first‐grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral language and reading abilities with struggling readers who are ELLs taught in either Spanish or English are described as a means to assist school districts and teachers in defining and implementing effective interventions for ELLs at risk for reading difficulties. The interventions described may be useful to educators seeking information about Response to Intervention as a means of identifying ELLs who require services for learning disabilities. 相似文献
20.
This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four different instructional interventions: a Picture Presentation method, in which a word was paired with a picture; an Image Creation??No Picture method, in which the participants were told to create an image of the word and draw it on paper; an Image Creation??Picture method, in which the students were presented with the picture and then told to draw it; and a Word Only method, which involved the simple verbal presentation of the word. Results demonstrated that students in the imagery intervention groups (Picture Presentation, Image Creation??No Picture, and Image Creation??Picture) scored higher on the outcome measures at both immediate and delayed recall. It was also shown that the deeper the students processed the ??to be learned?? vocabulary words, the higher they scored on the outcome measures. Based on the mean outcome measure scores at both time points, students in the Image Creation??Picture intervention scored the highest, followed by the students in the Image Creation??No Picture intervention, those in the Picture Presentation intervention, and finally the Word Only intervention students. Such a study has implications as to the most effective way to integrate science and literacy and successfully present novel concepts in the classroom. 相似文献