Literaturnachweis - Detailanzeige
| Autor/inn/en | Peltier, Corey; Sinclair, Tracy E.; Pulos, Joshua M.; Suk, Andrea |
|---|---|
| Titel | Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems |
| Quelle | In: Journal of Special Education, 54 (2020) 2, S.101-112 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Peltier, Corey) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| DOI | 10.1177/0022466919883397 |
| Schlagwörter | Mathematics Instruction; Word Problems (Mathematics); Problem Solving; Learning Disabilities; Schemata (Cognition); Teaching Methods; Grade 4; Grade 5; Elementary School Students; Intervention; Mnemonics; Program Effectiveness |
| Abstract | Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI[subscript 90] [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI[subscript 95] [2.54, 3.60]). (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 | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
