Effects of a Word-Problem Intervention on Word-Problem Language Features for Third-Grade Students with Mathematics Difficulty

Autor/inn/en	Powell, Sarah R.; Stevens, Elizabeth A.; Berry, Katherine A.
Titel	Effects of a Word-Problem Intervention on Word-Problem Language Features for Third-Grade Students with Mathematics Difficulty
Quelle	(2019), (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Word Problems (Mathematics); Intervention; Elementary School Students; Grade 3; Students with Disabilities; Low Achievement; Mathematics Achievement; Learning Disabilities; At Risk Students; Reading Difficulties; Urban Schools; Language Processing; Comprehension; Problem Solving; Texas + Suchen Sie Ihr Suchwort? Textaufgabe; School year 03; 3. Schuljahr; Schuljahr 03; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachverarbeitung; Verstehen; Verständnis; Problemlösen
Abstract	Word problems require students to read a language-based problem, identify necessary information to answer a prompt, and perform calculation(s) to develop a problem solution. Solving word problems proves particularly challenging for students with mathematics difficulties because skill in reading, interpretation of language, and mathematics is required for word-problem proficiency. We examined whether 2 versions of a word-problem intervention increased students' understanding of 3 word-problem language features: "naming a superordinate category," "identifying irrelevant information," and "providing a word-problem label." At pre- and posttest, 145 3rd-grade students solved word problems and answered questions about word-problem language. Students who participated in the word-problem interventions demonstrated improvement on identifying irrelevant information and providing word-problem labels over students in the business-as-usual condition. We did not identify group differences related to naming a superordinate category. These results suggest the importance of explicit teaching of language comprehension features within word-problem intervention. [This paper was published in "Learning Disabilities: A Multidisciplinary Journal" v24 n2 p1-14 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06