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ERIC Number: EJ1035712
Record Type: Journal
Publication Date: 2014-Aug
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
The Effects of Paraphrasing Interventions on Problem-Solving Accuracy for Children at Risk for Math Disabilities
Moran, Amber S.; Swanson, H. Lee; Gerber, Michael M.; Fung, Wenson
Learning Disabilities Research & Practice, v29 n3 p97-105 Aug 2014
The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem-solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students' attention through paraphrasing, via writing, to different propositions within word problems. Students were randomly assigned to one of four intervention conditions: paraphrase question propositions (restate), paraphrase relevant propositions (relevant) and paraphrase all propositions (complete) or an untreated control. A mixed ANCOVA indicated that paraphrasing relevant and complete propositions significantly increased posttest accuracy when compared to the control and restate condition. Results from the study provide support for the effectiveness of paraphrasing interventions that directs students to restate/paraphrase propositions of mathematics word problems relative to the control condition.
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: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R3234A090002; R324A090002