Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Autor/inn/en	Fuchs, Lynn S.; Seethaler, Pamela M.; Sterba, Sonya K.; Craddock, Caitlin; Fuchs, Douglas; Compton, Donald L.; Geary, David C.; Changas, Paul
Titel	Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
Quelle	In: Journal of Educational Psychology, 113 (2021) 1, S.86-103 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000467
Schlagwörter	Word Problems (Mathematics); Teaching Methods; Mathematics Instruction; Language Processing; Grade 1; Elementary School Students; Intervention; Schemata (Cognition); At Risk Students; Numeracy; Comparative Analysis; Instructional Effectiveness; Problem Solving; Mathematics Achievement; Achievement Gap; Mathematics Tests + Suchen Sie Ihr Suchwort? Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Sprachverarbeitung; School year 01; 1. Schuljahr; Schuljahr 01; Cognition; Schema; Kognition; Rechenkompetenz; Unterrichtserfolg; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders' WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n = 391; M[subscript age] = 6.53, SD = 0.32) were randomly assigned to 4 conditions: schema-based WP intervention with embedded language instruction, the same WP intervention but without LC instruction, structured number knowledge (NK) intervention without a structured WP component, and a control group. Each intervention included 45 sessions, each 30 min long. Multilevel models, accounting for classroom and school effects, revealed the efficacy of schema-based WP intervention at 1st grade, with both WP conditions outperforming the NK condition and the control group. Yet, WP performance was significantly stronger for the schema-based condition with embedded LC instruction compared to the schema-based condition without LC instruction. NK intervention conveyed no WP advantage over the control group, even though all 3 intervention conditions outperformed the control group on arithmetic. Results demonstrate the importance of a structured approach to WP intervention, the efficacy of schema-based instruction at 1st grade, and the added value of LC instruction within WP intervention. Results also provide causal evidence on the role of LC in WP solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01