Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention

Autor/inn/en	Powell, Sarah R.; Cirino, Paul T.; Malone, Amelia S.
Titel	Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Quelle	In: Exceptional Children, 83 (2017) 4, S.359-377 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917690728
Schlagwörter	Intervention; Evidence Based Practice; Mathematics Instruction; Predictor Variables; Computation; Word Problems (Mathematics); Grade 2; Learning Problems; Cognitive Tests; Mathematics Tests; Pretests Posttests; Path Analysis; Control Groups; Experimental Groups; Attention; Short Term Memory; Language Skills; Outcome Measures; Teaching Methods; Instructional Effectiveness; Intelligence Tests; Diagnostic Tests; Reading Tests; Statistical Analysis; Wechsler Intelligence Scales Short Forms; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Prädiktor; Textaufgabe; School year 02; 2. Schuljahr; Schuljahr 02; Lernproblem; Kognitiver Fähigkeitstest; Pfadanalyse; Aufmerksamkeit; Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Intelligence test; Intelligenztest; Diagnostic test; Diagnostischer Test; Lesetest; Statistische Analyse
Abstract	We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We randomly assigned classrooms to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01