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| Autor/inn/en | Lin, Xin; Powell, Sarah R. |
|---|---|
| Titel | Initial Efficacy of a Fraction-Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4 |
| Quelle | In: Learning Disabilities Research & Practice, 38 (2023) 4, S.253-262 (10 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Powell, Sarah R.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/ldrp.12321 |
| Schlagwörter | Fractions; Vocabulary Development; Mathematics Instruction; Learning Problems; Grade 4; Elementary School Students; Program Effectiveness; Intervention; Mathematics Skills |
| Abstract | This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison condition (n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction-vocabulary intervention was significant for fraction-vocabulary posttest and one fraction competency-fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction-vocabulary knowledge may positively affect their fraction competencies. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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