Literaturnachweis - Detailanzeige
| Autor/inn/en | Powell, Sarah R.; Berry, Katherine A.; Acunto, Anasazi N.; Fall, Anna-Maria; Roberts, Greg |
|---|---|
| Titel | Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study's Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty |
| Quelle | In: Journal of Learning Disabilities, 55 (2022) 5, S.359-374 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Powell, Sarah R.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/00222194211047635 |
| Schlagwörter | Grade 3; Elementary School Students; Mathematics Instruction; Learning Problems; Intervention; Small Group Instruction; Word Problems (Mathematics); Individual Instruction; Outcomes of Education; Achievement Gains |
| Abstract | The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (N = 76) were randomly assigned to word-problem intervention (n = 56) or business-as-usual comparison (n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier 2 mathematics intervention settings. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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