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ERIC Number: EJ1159515
Record Type: Journal
Publication Date: 2017-Nov
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0938-8982
Cognitive Profiles Associated with Responsiveness to Fraction Intervention
Krowka, Sarah K.; Fuchs, Lynn S.
Learning Disabilities Research & Practice, v32 n4 p216-230 Nov 2017
This study examined differences in cognitive processing between 4th-grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number-line estimation, calculation, and word problems. Students were assessed on 7 cognitive processes and on the 3 fraction outcomes. Students were grouped as adequate or inadequate responders, using as the cut-point the control-group mean on pre-to-post improvement on the relevant measure. Between-group differences identified reasoning, concept formation, and listening comprehension related to all 3 fraction outcomes. On the number-line outcome, within-group profile analysis indicated that inadequate responders experienced low reasoning ability relative to their other forms of cognitive processing.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324D130003; 2P20HD0754432P20