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1.
This randomized control treatment study investigated the role of generative paraphrasing interventions on word problem‐solving (WPS) accuracy in English language learners (ELL) who were at risk for math difficulties (MD). One hundred and forty‐two third‐grade monolingual and English language learners were randomly assigned to either an untreated control group or one of three treatment conditions: paraphrase question (Restate), paraphrase relevant information (Relevant), and paraphrase all propositions (Complete). Results showed that the relevant treatment condition improved WPS accuracy for monolingual and ELL children's accuracy relative to the control and restate condition. There were, however, no positive advantages on the transfer measures (knowledge of problem‐solving components, calculation) for ELL children with MD. In addition, the magnitude of posttest outcomes on the problem‐solving measures was substantially smaller for ELL children with MD than for children without MD. Although the results overall support the notion that generative learning improves problem‐solving accuracy, ELL children without MD are most likely to benefit from its application.  相似文献   

2.
As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital‐based instructional strategy with a limited research base for students with a learning disability is video modeling. Through a single subject alternating treatments design, this study compared the use of video modeling to face‐to‐face explicit instruction for teaching geometry word problems to three secondary students with a learning disability in mathematics. Across 10 sessions of intervention, all three students demonstrated improved performance on all dependent variables with both interventions, while the explicit instruction condition produced slightly greater accuracy scores for two of the three students. The results and their implications for the field of mathematics are discussed.  相似文献   

3.
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.  相似文献   

4.
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity.  相似文献   

5.
The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of whom were pursuing certification in elementary education. After the module, students practised paraphrasing with their own written example, then took a Likert-scale survey about their perceptions of the module and provided demographic information. The majority of students expressed a high level of satisfaction with not only the module itself but also their own increased knowledge about paraphrasing and plagiarism. Graduate students and students in the live group felt that pairing an instructor with the module furthered their understanding of paraphrasing. Students who identified themselves as having cheated felt that they had better learned how to paraphrase from the module compared with students who reported themselves as never having cheated. Responses from the web group were low considering the amount of students invited to participate. Students in the live group who had instructor-led discussion felt it contributed to their understanding of paraphrasing, while students in the web group wished for more instructor-led interaction. Outcomes on the student-written paraphrase were weaker than anticipated, with only half of the group producing good or excellent paraphrases.  相似文献   

6.
Abstract

We used a cluster randomized trial to evaluate the effectiveness of a research-based model for scaling up educational interventions, focusing on the persistence of effects with and without a follow-through intervention. The instantiation of the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) model emphasized teaching early mathematics for understanding via learning trajectories and technology. The TRIAD implementation began in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the 2 experimental interventions were identical, but 1 included follow-through in the kindergarten year, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Intent-to-treat analyses showed that students in both the follow-through condition (g = .33) and non-follow-through condition (g = .22) scored statistically significantly higher than children in the control condition. Both groups outperformed the control condition in treatment-on-the-treated analyses (g = .38, follow-through; g = .30 non-follow-through). Moderators and mediators were also analyzed. We conclude that the instantiation of the TRIAD model was successful and that follow through may contribute to the persistence of the effects of preschool interventions.  相似文献   

7.
Abstract

This study examined the effect of schema-based instruction (SBI) on 7th-grade students’ mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention–posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students’ regular mathematics instruction.  相似文献   

8.
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   

9.

The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (N?=?111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.

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10.
This study explored the effectiveness of external representations presented together with compare word problems, and whether such effectiveness was moderated by working memory. Participants were 49 secondary school students. Each participant solved 48 problems presented in 4 presentation types that included 2 difficulty treatments (number of steps and language consistency). Data from errors and response times indicated that adding a graph to compare word problems helped accuracy (d =.60) and response time (d =.44). This effect was larger for difficult and cognitively demanding problems. Findings suggest that external representations might help problem-solvers build a mental model of the described problem situation. In addition, working memory was not found to moderate the effectiveness of external representations.  相似文献   

11.
How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth- and sixth-grade students (N = 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition were not. Students in the experimental condition solved fewer problems correctly. Experiment 2 tested whether this effect was due to the perceptually rich nature of the materials. Fifth-grade students (N = 79) were given: perceptually rich bills and coins, bland bills and coins, or no bills and coins. Students in the perceptually rich condition made the most errors; however, their errors were least likely to be conceptual errors. Results suggest that the use of perceptually rich concrete objects conveys both advantages and disadvantages in children's performance in school mathematics.  相似文献   

12.
This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard (6.NS.A.1). Students randomly assigned to receive text-based feedback (Condition A) or image-based feedback (Condition B) outperformed those randomly assigned to the correctness only group (Condition C). However, these differences were not statistically significant (F(2,108) = 1.394, p = .25). Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C. To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics.  相似文献   

13.
《学习科学杂志》2013,22(2):183-226
A form of socially assisted group learning based on a modified version of reciprocal teaching for mathematics (Campione, Brown, & Connell, 1988) was evaluated in terms of its effectiveness in promoting fourth graders' solution of complex 2-step word problems. The emphasis in this method is for an adult tutor to elicit solution suggestions from students and to explore the multiple solutions in seeking group agreement. The method focuses attention both on world representations underlying numbers and on transfer of problem solution planning skills to children over time. The results were compared with those from a modeling-reinforcement tutoring control condition and a classroom activity control in a 10-week study of fourth graders' solution of 4 types of 2-step math word problems, constructed to avoid keywords. Individuals who received either type of training earned higher scores for all problem types than did controls on quizzes; children in the modified reciprocal teaching condition outscored those in the modeling condition on problems that required information to be added from outside the problem and on a quiz of mixed problem types. Subsequent analysis of solutions and videotaped math behaviors suggested that those in the socially assisted learning condition used labeled representations in problem solving more effectively and deduced implied information earlier and more often than those in the modeling condition.  相似文献   

14.
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   

15.
The aims of this study are to investigate the effects of remedial numeracy support throughout kindergarten, and to compare the effects of interventions from different lengths. Support occurred two times per week for either 1.5 (90 sessions: complete condition) or 0.5 school years (28 sessions: short condition). Below-average students were randomly assigned to complete intervention (N = 155), short intervention (N = 105), or control (systematically offered education-as-usual; N = 150). Accounting for achievements at pretest, children who received one of the interventions outperformed the control children in early numeracy at post-test and follow-up, suggesting that children internalized the learned knowledge. Transfer effects on simple arithmetic were only found in the complete support group, whereas both interventions were effective for complex mathematics.  相似文献   

16.
This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month‐long summer writing program. A changing conditions single‐subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the majority of the participants and should be interpreted with caution due to several methodological issues. The social validity interviews revealed that all students enjoyed the word prediction programs and found them beneficial. Study limitations and recommendations for future research are discussed.  相似文献   

17.
The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students?? knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment involved five experimental and six control classes (N?=?106 and 138, respectively) of third-grade students. The experiment comprised 20 lessons with 73 word problems, providing a systematic overview of the basic word problem types. Teachers of the experimental classes received a booklet containing lesson plans and overhead transparencies with different types of visual representations attached to the word problems. Students themselves were invited to make drawings for each task, and group work and teacher-led discussion shaped their beliefs about the role of visual representations in word problem solving. The effect sizes of the experiment were calculated from the results of two tests: an arithmetic skill and a word problem test, and the unbiased estimates for Cohen??s d proved to be 0.20 and 0.62. There were significant changes also in experimental group students?? beliefs about mathematics. The experiment pointed to the possibility, feasibility, and importance of learning about visual representations in mathematical word problem solving as early as in grade?3 (around age 9?C10).  相似文献   

18.
Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group‐administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the subtraction‐fact fluency of a general education class of second‐grade students. An alternating treatments design was used to compare a behavioral intervention, Cover, Copy, and Compare (CCC), to an intervention from a constructivist‐oriented resource, Facts That Last (FTL). Results demonstrated that CCC led to increases in math‐fact fluency, whereas the classwide response to FTL activities did not differ from the control condition. Two months postintervention, maintenance data revealed that the fluency increases associated with CCC were sustained. Discussion focuses on practical implications of the study as well as possible theoretical explanations for the documented results. © 2010 Wiley Periodicals, Inc.  相似文献   

19.
This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison condition (n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction-vocabulary intervention was significant for fraction-vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction-vocabulary knowledge may positively affect their fraction competencies.  相似文献   

20.
The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3–8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word-to-word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta-analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by .16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness.  相似文献   

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