Effects of Cognitive Interventions on Problem Solving in English Learners and Children with Math Difficulties

Autor/inn/en	Kong, Jennifer; Uppal, Harpreet; Swanson, H. Lee
Titel	Effects of Cognitive Interventions on Problem Solving in English Learners and Children with Math Difficulties
Quelle	(2016), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Students with Disabilities; Mathematics Skills; Mathematics Instruction; Grade 3; Word Problems (Mathematics); Elementary School Students; Problem Solving; Accuracy; At Risk Students; Intervention; Cognitive Development; Teaching Methods + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Textaufgabe; Problemlösen; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the role of cognitive interventions on word problem solving (WPS) accuracy in children who are English learners (ELs) and at risk for math difficulties (MD). Grade 3 children (n = 158) within classrooms 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). Hierarchical linear modeling showed that children who are ELs and at risk for MD had lower scores on WPS accuracy than their peers. The Relevant and Complete treatment conditions improved WPS accuracy when compared with the control condition. Additionally, the findings suggested that Relevant treatment condition enhances WPS accuracy for children who are at risk for MD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01