NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1060749
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1057-3569
Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners
Kim, Sun A.; Wang, Peishi; Michaels, Craig A.
Reading & Writing Quarterly, v31 n3 p253-278 2015
This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across participants. We established a functional relation in the teaching of 1 type of fraction word problem between the intervention and participants' ability to successfully solve word problems. We then replicated the functional relation in the teaching of a 2nd type of fraction word problem. All participants reached grade-level mastery on both types of word problems, maintained skills after the intervention ended, and were able to solve near transfer problems. We discuss the findings and their implications for research and classroom practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A