Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study's Evidence

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
Quelle	(2022), (51 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) ORCID (Berry, Katherine A.) ORCID (Fall, Anna-Maria) ORCID (Roberts, Greg) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Word Problems (Mathematics); Mathematics Instruction; Small Group Instruction; Intervention; Elementary School Students; Grade 3; Learning Problems; Mathematics Achievement; Individualized Instruction; Instructional Effectiveness; Schemata (Cognition); Instructional Materials; Problem Solving; Equations (Mathematics); Symbols (Mathematics); Program Implementation; Mathematics Tests; Pretests Posttests; Texas + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Lernproblem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individualisierender Unterricht; Unterrichtserfolg; Cognition; Schema; Kognition; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Problemlösen; Equations; Mathematics; Gleichungslehre
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. [This article was published in "Journal of Learning Disabilities" v55 n5 p359-374 2022 with the title "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" (EJ1348972).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01