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ERIC Number: EJ1022817
Record Type: Journal
Publication Date: 2014-May
Pages: 13
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0731-9487
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties
Swanson, H. Lee; Moran, Amber; Lussier, Cathy; Fung, Wenson
Learning Disability Quarterly, v37 n2 p111-123 May 2014
The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly assigned (within classrooms) to one of three treatment conditions that explicitly directed students' attention to different propositions within word problems--paraphrase question propositions (Restate), paraphrase relevant propositions (Relevant), and paraphrase all propositions (Complete)--or an untreated control condition. A significant treatment by covariate design indicated that generative strategy outcomes were conditional on the level of pretest WMC. A clear advantage in posttest problem-solving accuracy and solution planning was found for the complete generative condition relative to the control condition, but this advantage was conditional on setting WMC to a high level. Although no significant treatment advantages were found for solution accuracy when WMC was set to a low level, treatment advantages relative to the control condition were found for measures of schema activation. The results indicated that the effectiveness of generative strategies among children at risk for MD was directly dependent on the level of WMC.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Raven Progressive Matrices; Wechsler Individual Achievement Test; Wide Range Achievement Test; Woodcock Johnson Psycho Educational Battery
IES Funded: Yes
Grant or Contract Numbers: R324A090002