Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities

Autor/inn/en	Swanson, H. Lee; Moran, Amber S.; Bocian, Kathleen; Lussier, Cathy; Zheng, Xinhua
Titel	Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities
Quelle	In: Learning Disability Quarterly, 36 (2013) 4, S.203-214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948712464034
Schlagwörter	Word Problems (Mathematics); Learning Strategies; Comprehension; Short Term Memory; Problem Solving; Accuracy; Elementary School Students; Grade 3; At Risk Students; Learning Disabilities; Pretests Posttests; Comparative Analysis; Elementary School Mathematics; Mathematics Instruction; Instructional Effectiveness; Raven Progressive Matrices; Wechsler Individual Achievement Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Textaufgabe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Verstehen; Verständnis; Kurzzeitgedächtnis; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Learning handicap; Lernbehinderung; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase relevant propositions (Relevant), and paraphrase all propositions (Complete), or to an untreated control. An additional control group included children without MD ("n" = 22). Mixed regression modeling showed that generative strategies significantly improved posttest scores for children with MD compared with the control condition, but outcomes were related to the type of dependent measures. The Relevant and Complete treatment conditions improved problem-solving accuracy, the Complete condition improved problem component identification, and the Restate and Relevant conditions improved operation span performance when compared with the control conditions. Only the Relevant and Complete generative learning treatments allowed children with MD to catch up to children without MD, but the results were moderated by working memory capacity. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06