Effects of Two Interventions on Solving Basic Fact Problems by Second Graders with Mathematics Learning Disabilities

Autor/inn/en	Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S.
Titel	Effects of Two Interventions on Solving Basic Fact Problems by Second Graders with Mathematics Learning Disabilities
Quelle	In: Learning Disability Quarterly, 39 (2016) 2, S.95-112 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948715595943
Schlagwörter	Learning Disabilities; Grade 2; Problem Solving; Intervention; Cognitive Style; Control Groups; Experimental Groups; Number Concepts; Numbers; Individualized Education Programs; Screening Tests; Generalization; Fidelity; Questionnaires; Recall (Psychology); Achievement Gains + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 02; 2. Schuljahr; Schuljahr 02; Problemlösen; Cognitive styles; Kognitiver Stil; Number concept; Zahlbegriff; Zahlenraum; Individualized education program; Individualisierendes Lernen; Screening-Verfahren; Fragebogen; Abberufung; Achievement gain; Leistungssteigerung
Abstract	This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In addition, the effects of both interventions on students' fact retrieval performance and generalization performance were also tested. To examine the effects of each intervention, the participants were divided into two groups and the order of the interventions was varied between the two groups. The results showed that, in general, students demonstrated a greater extent of strategy transformation and generalization after receiving the number sense intervention. However, the extensive practice intervention promoted students' use of retrieval-based strategies to solve basic facts. Findings suggested that both interventions had positive impacts on students with MLD and should be used in tandem. (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	2020/1/01