Literaturnachweis - Detailanzeige
| Autor/inn/en | Krowka, Sarah K.; Fuchs, Lynn S. |
|---|---|
| Titel | Cognitive Profiles Associated with Responsiveness to Fraction Intervention |
| Quelle | 32 (2017) 4, S.216-230 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Krowka, Sarah K.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1111/ldrp.12146 |
| Schlagwörter | Cognitive Processes; Grade 4; Elementary School Students; Fractions; Mathematics Skills; Computation; Word Problems (Mathematics); Pretests Posttests; Mathematical Logic; Concept Formation; Listening Comprehension; Student Characteristics |
| Abstract | 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. [This article was published in "Learning Disabilities Research & Practice" (EJ1159515).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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