Your search found 152 results.

Descriptors:
Intervention; Word Problems (Mathematics); Problem Solving; Learning Disabilities; Reading Difficulties; Mathematics Instruction; Effect Size; Research Design; Outcomes of Education; Educational Research; Elementary Secondary Education

Abstract:
This article provides a quantitative synthesis of the published literature on word problem solving intervention studies for children with math disabilities (MD). Seven group and eight single-subject design studies met inclusion criteria. Mean effect sizes ("ES"s) for solution accuracy for group design studies were 0.95 (SE = 0.19) for children with MD-only and -0.45 (SE = 0.14) for children with MD and reading disabilities (MD + RD) when compared with their counterparts in the control condition. The mean "ES" for single-subject design studies was 0.90 (range = 0.09-2.99), with a mean "ES" of 1.45 for MD-only students and a mean ES of 0.58 for MD + RD students. Effective group and single-subject interventions shared a number of common instructional components (e.g., advance organizer, skill modeling). In general, the results suggest that specific sample characteristics (reading ability) and specific instruction components (sequencing, explicit practice, task reduction, advanced organizers, questioning, task difficulty control, elaboration, skill modeling, strategy cues) play a major role in treatment outcomes for children with MD. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Difficulties; Inhibition; Short Term Memory; Decoding (Reading); Reading Comprehension; Reading Achievement; Mathematics Achievement; Executive Function; Private Schools; Intelligence Tests; Listening Comprehension; Oral Reading; Statistical Analysis; Models; Age Differences; Regression (Statistics); Cognitive Development; Phoneme Grapheme Correspondence; Predictor Variables

Abstract:
The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages 7-17) categorized as poor decoders, poor comprehenders, or average readers were administered a battery of achievement and cognitive measures for three consecutive years. Hierarchical linear modeling showed that growth in executive processing (inhibition) in children with RD constrained growth in reading and math. The results support the notion that development in the executive system underlies performance on reading and math measures. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Difficulties; Second Language Learning; Language Acquisition; Bilingualism; Spanish Speaking; English (Second Language); Elementary School Students; Short Term Memory; Schemata (Cognition); Phonology; Measures (Individuals); Vocabulary Development; Language Processing; Attention Control; Transfer of Training; At Risk Students

Abstract:
This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory, rapid naming, random letter and number generation), vocabulary, and reading measures in both Spanish and English. Four important findings emerged. First, children at risk for RD and ELL children share common problems in English phonological processing and naming speed, as well as on language general measures of working memory and ratings of classroom attention. Second, children at risk for RD in both bilingual and ELL samples share similar cognitive difficulties, but Spanish phonological processing partials out performance differences between RD and non-RD groups only in the bilingual sample. Third, differences among RD subgroups were isolated to measures of classroom inattention, English naming speed, and phonological processing. Fourth, performance as a function of language status and RD was related to a language general working memory factor. In general, the results support the notion that Language 1 phonological processing as well as a general working memory system underlie second-language acquisition and RD in children whose first language is Spanish. (Contains 5 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evidence; Intervention; Effect Size; Pretests Posttests; Meta Analysis; Response to Intervention; Multiple Regression Analysis; Participant Characteristics; Reader Response; Research Problems; Research Methodology

Abstract:
A meta-analysis by Tran, Sanchez, Arellano, and Swanson (2011) of the published RTI literature found that the magnitude of effect size (ES) between responders and low responders at posttest was significantly moderated by the pretest ES and the type of dependent measure administered, whereas no significant moderating effects were found in the mixed regression analyses for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small-group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis questions whether the published evidence on RTI related to classifying responders and nonresponders at posttest has shown to be adequately separated from pretest learner characteristics. Stuebing et al. (2012) provided an excellent critique of this meta-analysis and raised at least four major issues related to interpreting the outcomes. In this commentary, the author presents their responses to these concerns. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Difficulties; Intervention; Effect Size; Reading Skills; Reading Instruction; Meta Analysis; Literature Reviews; Synthesis; Middle School Students; Elementary School Students; Norm Referenced Tests; Educational Research; Reading Research; Outcome Measures

Abstract:
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm-referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm-referenced reading measures with an aggregated mean of 0.41 (SE = 0.04) in favor of the experimental condition. Moderate effect sizes emerged on norm-referenced measures of word identification (M = 0.41), decoding (M = 0.43), and comprehension (M = 0.73) and low effect sizes for fluency (M = -0.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Difficulties; Word Recognition; Adults; Intelligence Quotient; Comparative Analysis; Intervention; Vocabulary; Mathematics Skills; Spelling; Cognitive Processes; Phonological Awareness; Evaluation Methods

Abstract:
This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores greater than 100) but low word recognition standard scores (less than 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Implications of the findings related to assessment and intervention are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Elementary School Students; Language Impairments; Short Term Memory; Grade 1; Language Acquisition; Reading Difficulties; Grade 2; Grade 3; Phonology; Cognitive Processes; Second Language Learning; Regression (Statistics); Models; Spanish; English (Second Language)

Abstract:
In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose 1st language (L1) was Spanish were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. Hierarchical regression analyses showed that in addition to phonological processing, naming speed, and inattention, both WM and STM contributed significant variance to L2 reading and language acquisition. Regression modeling showed no significant cross-language effects when L1 measures were entered into the analysis. The results showed that both STM and WM contributed unique variance to L2 reading and language acquisition beyond the contribution of L1 phonological processing skills. (Contains 6 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Elementary School Students; Inhibition; Problem Solving; Short Term Memory; Grade 3; Grade 2; Grade 1; Longitudinal Studies; Tests; Cognitive Processes; Word Problems (Mathematics); Reading Achievement; Mathematics Achievement; Computation; Phonological Awareness; Coding

Abstract:
The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, phonological coding) in Grade 1 children, with follow-up testing in Grades 2 and 3. The results were that (a) Grade 1 predictors that contributed unique variance to Grade 3 word problem-solving performance were WM, naming speed, and inhibition and (b) growth in the executive component of WM was significantly related to growth in word problem-solving accuracy. The results support the notion that growth in the executive system of WM is an important predictor of growth in children's problem solving beyond the contribution of cognitive measures of inattention, inhibition, and processing speed as well as achievement measures related to calculation and reading. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Elementary School Students; Structural Equation Models; Problem Solving; Short Term Memory; Word Problems (Mathematics); Reading Skills; Predictor Variables; Mathematics Instruction; Elementary School Mathematics; Cognitive Processes; Mathematics Skills; Visual Perception; Spatial Ability; Child Psychology

Abstract:
This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM, reading, and math calculation. Structural equation modeling analyses indicated that (a) all three WM components significantly predicted problem-solving accuracy, (b) reading skills and calculation proficiency mediated the predictive effects of the central executive system and the phonological loop on solution accuracy, and (c) academic mediators failed to moderate the relationship between the visual-spatial sketchpad and solution accuracy. The results support the notion that all components of WM play a major role in predicting problem-solving accuracy, but basic skills acquired in specific academic domains (reading and math) can compensate for some of the influence of WM on children's mathematical word problem solving. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Intellectual Development; Elementary School Students; Short Term Memory; Intelligence Tests; Performance

Abstract:
This study examined whether children's growth on measures of fluid (Raven Colored Progressive Matrices) and crystallized (reading and math achievement) intelligence was attributable to domain-specific or domain-general functions of working memory (WM). A sample of 290 elementary school children was tested on measures of intelligence across three testing waves. Two methods, a hierarchical factor model predicting latent growth and a double dissociation design comparing children divided into high and low performers, tested whether general and/or specific components accounted for performance on intelligence measures. A general domain model for the total sample provided the best fit for latent growth on all measures. Further, the lack of a significant WM subgroup x domain interaction suggested that a general WM system underlies the individual differences on measures of fluid and crystallized intelligence. Overall, the findings support a domain-general view of WM capacity on intelligence measures in children, but also suggest that domain specific storage systems may come into play on isolated measures. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website