The Effects of the Look-Ask-Pick (LAP) Strategy on Struggling Grade 6 Learners' Ability to Add Fractions

Autor/inn/en	Grünke, Matthias; Barwasser, Anne; Bell, Linda; Wasko, Lilian; Connelly, Vincent
Titel	The Effects of the Look-Ask-Pick (LAP) Strategy on Struggling Grade 6 Learners' Ability to Add Fractions
Quelle	In: Learning Disabilities: A Contemporary Journal, 21 (2023) 1, S.55-68 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Grade 6; Fractions; Addition; Mathematics Skills; At Risk Students; Mathematical Concepts; Intervention; Program Effectiveness; Learning Disabilities; Students with Disabilities; Secondary School Students; Foreign Countries; Skill Development; Germany + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Deutschland
Abstract	Fractions are an integral part of the mathematics curriculum. Most students acquire proficiency with these concepts during the course of their elementary education and are usually able to perform basic fractions operations when reaching middle-school age. However, a considerable number of students require extra help to not fall further and further behind in the curriculum. In this study, we extended the use of a simple strategy (Look, Ask, Pick; Test & Ellis, 2005) that holds the potential to help students with problems understanding and working with fractions catch up with their classmates. We applied a multiple-baseline design across four struggling sixth graders. After receiving the instruction, all participants' performance on fractions improved significantly; moreover, they viewed the strategy as highly useful. Limitations of the study, future directions of research, and implications for teachers regarding the instructional utility of the intervention are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01