Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention

Autor/inn/en	Stevens, Elizabeth A.; Leroux, Audrey J.; Mowbray, Megan H.; Lee, Grace S.
Titel	Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention
Quelle	In: Exceptional Children, 89 (2023) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Elizabeth A.) ORCID (Lee, Grace S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221112290
Schlagwörter	Direct Instruction; Vocabulary Development; Word Problems (Mathematics); Intervention; Grade 3; Elementary School Students; Reading Comprehension; Electronic Learning; Schemata (Cognition); Fidelity; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatzarbeit; Textaufgabe; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Cognition; Schema; Kognition; Unterrichtserfolg
Abstract	Schema instruction improves word-problem solving for students with mathematics difficulty (MD; e.g., Powell et al., 2015); however, prior research suggests that students need word-problem-specific language comprehension in addition to schema knowledge to build word-problem models (Fuchs et al., 2015, 2018). Students have general word knowledge (e.g., "more, less") but require word-problem-specific word knowledge to solve word problems successfully (e.g., "more than, less than"; Kintsch & Greeno, 1985). Prior word-problem schema interventions have not provided explicit instruction in word-problem vocabulary to support students' development of word-problem models. We aimed to determine if word-problem vocabulary instruction combined with schema instruction provided an advantage to word-problem solving for third-grade students with MD. We randomly assigned 75 third graders with MD to three conditions: Word-problem intervention with explicit vocabulary instruction (WP + V), word-problem intervention without explicit vocabulary instruction (WP-only), and business-as-usual intervention (BAU). Students in the treatment conditions received 22, 50-min lessons provided virtually in small groups. On a word-problem vocabulary measure, students in the WP + V condition significantly outperformed students in the WP-only (ES = 0.43) and BAU (ES = 0.83) conditions. On a word-problem measure, students in the WP + V condition outperformed students in the WP-only (ES = 0.08) and BAU conditions (ES = 0.43), although these were not statistically significant. These findings provide preliminary support for the benefits of incorporating explicit vocabulary instruction in a word-problem schema intervention; future research is needed to fully understand the effect of vocabulary instruction on word-problem outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01