Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children with Math Difficulties

Autor/inn/en	Swanson, H. Lee; Lussier, Catherine M.; Orosco, Michael J.
Titel	Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children with Math Difficulties
Quelle	In: Journal of Learning Disabilities, 48 (2015) 4, S.339-358 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413498771
Schlagwörter	Cognitive Style; Learning Strategies; Short Term Memory; Problem Solving; Accuracy; Mathematical Aptitude; Verbal Learning; Visual Learning; Intervention; Experimental Groups; Control Groups; Outcomes of Treatment; Grade 3; Norm Referenced Tests; Word Problems (Mathematics); Word Recognition; Reading Comprehension; Computation; Arithmetic; Cognitive Processes; Statistical Analysis; Retention (Psychology); Learning Disabilities; Grade 2; Multivariate Analysis; Raven Progressive Matrices; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kurzzeitgedächtnis; Problemlösen; Verbales Lernen; Visual education; Visuelles Lernen; School year 03; 3. Schuljahr; Schuljahr 03; Textaufgabe; Worterkennung; Leseverstehen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Statistische Analyse; Merkfähigkeit; Learning handicap; Lernbehinderung; School year 02; 2. Schuljahr; Schuljahr 02; Multivariate Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining question sentence), verbal + visual strategies, visual-only strategies (e.g., correctly placing numbers in diagrams), or untreated control. Strategy interventions included 20 sessions in both Year 1 and Year 2. The intent-to-treat as well as the "as-treated" analyses showed that treatment effects were significantly moderated by WMC. In general, treatment outcomes were higher when WMC was set to a high rather than low level. When set to a relatively high WMC level, children with MD performed significantly better under visual-only strategy conditions and children without MD performed better under verbal + visual conditions when compared to control conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01