Literaturnachweis - Detailanzeige
| Autor/inn/en | Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C. |
|---|---|
| Titel | Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance among At-Risk Learners |
| Quelle | In: Exceptional Children, 81 (2015) 4, S.443-470 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0014-4029 |
| DOI | 10.1177/0014402914563702 |
| Schlagwörter | Word Problems (Mathematics); Computation; Algebra; At Risk Students; Grade 2; Elementary School Students; Response to Intervention; Hierarchical Linear Modeling; Mathematics Instruction; Instructional Effectiveness; Small Group Instruction; Tutoring; Quasiexperimental Design; Iowa Tests of Basic Skills; Wechsler Intelligence Scales Short Forms; Wide Range Achievement Test |
| Abstract | The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to one of three conditions: calculation RTI, word problem RTI, or business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word problem outcomes, word problem RTI enhanced proximal word problem outcomes as well as performance on some calculation outcomes, and word problem RTI provided a stronger route than calculation RTI to prealgebraic knowledge. (As Provided). |
| Anmerkungen | SAGE Publications. 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 |
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