Responsiveness to Mathematical Problem-Solving Instruction: Comparing Students at Risk of Mathematics Disability With and Without Risk of Reading Disability

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin
Titel	Responsiveness to Mathematical Problem-Solving Instruction: Comparing Students at Risk of Mathematics Disability With and Without Risk of Reading Disability
Quelle	In: Journal of Learning Disabilities, 37 (2004) 4, S.293-306 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	High Risk Students; Grade 3; Reading Difficulties; Problem Solving; Learning Disabilities; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Problemschüler; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; Problemlösen; Learning handicap; Lernbehinderung
Abstract	This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, "TerraNova" scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10