Embedding Self-Regulation Instruction within Fractions Intervention for Third Graders with Mathematics Difficulties

Autor/inn/en	Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca
Titel	Embedding Self-Regulation Instruction within Fractions Intervention for Third Graders with Mathematics Difficulties
Quelle	In: Journal of Learning Disabilities, 52 (2019) 4, S.337-348 (12 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	10.1177/0022219419851750
Schlagwörter	Mathematics Instruction; Self Management; Elementary School Students; Grade 3; Elementary School Mathematics; Program Effectiveness; Response to Intervention; At Risk Students; Word Problems (Mathematics); Student Attitudes; Teaching Methods; Mathematics Skills; Fractions; Achievement Tests; Intelligence Tests; Vocabulary; Wide Range Achievement Test; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Selbstmanagement; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Textaufgabe; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bruchrechnung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Wortschatz
Abstract	The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation. [For the corresponding grantee submission, see ED595063.] (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	2021/2/06