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ERIC Number: EJ1075501
Record Type: Journal
Publication Date: 2015-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0731-9487
The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty
Powell, Sarah R.; Driver, Melissa K.
Learning Disability Quarterly, v38 n4 p221-233 Nov 2015
Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring with an embedded vocabulary component, addition tutoring without the embedded vocabulary component, or business-as-usual control. At posttest, students who received addition tutoring without vocabulary demonstrated greater gains than control students on addition fluency. On a measure of mathematics vocabulary, students in the active tutoring conditions demonstrated improved performance on mathematics vocabulary over control students. Results indicate that exposure to addition tutoring with or without an embedded vocabulary component positively improves mathematics vocabulary performance.
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 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wide Range Achievement Test