Literaturnachweis - Detailanzeige
| Autor/inn/en | Moran, Amber S.; Swanson, H. Lee; Gerber, Michael M.; Fung, Wenson |
|---|---|
| Titel | The Effects of Paraphrasing Interventions on Problem-Solving Accuracy for Children at Risk for Math Disabilities |
| Quelle | In: Learning Disabilities Research & Practice, 29 (2014) 3, S.97-105 (9 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/ldrp.12035 |
| Schlagwörter | Mathematics Instruction; Problem Solving; Word Problems (Mathematics); Grade 3; Elementary School Mathematics; Elementary School Students; At Risk Students; Learning Disabilities; Writing (Composition); Intervention; Statistical Analysis; Pretests Posttests; Comparative Analysis; Teaching Methods |
| Abstract | The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem-solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students' attention through paraphrasing, via writing, to different propositions within word problems. Students were randomly assigned to one of four intervention conditions: paraphrase question propositions (restate), paraphrase relevant propositions (relevant) and paraphrase all propositions (complete) or an untreated control. A mixed ANCOVA indicated that paraphrasing relevant and complete propositions significantly increased posttest accuracy when compared to the control and restate condition. Results from the study provide support for the effectiveness of paraphrasing interventions that directs students to restate/paraphrase propositions of mathematics word problems relative to the control condition. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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