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ERIC Number: EJ1026699
Record Type: Journal
Publication Date: 2013-Nov
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties
Swanson, H. Lee; Lussier, Cathy; Orosco, Michael
Learning Disabilities Research & Practice, v28 n4 p170-183 Nov 2013
This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general-heuristic (e.g., underline question sentence), visual-schematic presentation (diagrams), general-heuristic + visual-schematic, and an untreated control. When compared to the control condition that included children with MD, an advantage at posttest was found for children with MD for the visual-schematic-alone condition on measures of problem solving and calculation accuracy, whereas all strategy conditions facilitated posttest performance in correctly identifying problem solving components. The results also suggested that strategy conditions drew upon different cognitive resources. The General-heuristic condition drew primarily upon the executive component of working memory (WM), Visual-schematic condition drew upon the visual component of WM and the combined strategies condition drew upon number processing skills.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A090002