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Powell, Sarah R.; Urrutia, Vanessa Y.; Berry, Katherine A.; Barnes, Marcia A. – Grantee Submission, 2022

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…

Descriptors: Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Learning Problems

Powell, Sarah R.; Namkung, Jessica M.; Lin, Xin – Grantee Submission, 2022

In mathematics, the keyword strategy involves identifying a keyword (e.g., "altogether") and using that keyword to determine the operation needed to find a word problem's solution. We analyzed 747 high-stakes released items across Grades 3, 4, 5, 6, 7, and 8 from the Partnership for Assessment for Readiness for College and Careers and…

Descriptors: Information Retrieval, Problem Solving, Classification, High Stakes Tests

Arsenault, Tessa L.; Powell, Sarah R. – Grantee Submission, 2022

Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem…

Descriptors: Word Problems (Mathematics), Mathematics Achievement, Models, Charts

Sarah R. Powell; Katherine A. Berry; Anna-Maria Fall; Greg Roberts; Marcia A. Barnes; Lynn S. Fuchs; Amanda Martinez-Lincoln; Suzanne R. Forsyth; Rebecca K. Vinsonhaler; Sarah A. Benz; Brenda L. Zaparolli; Xin Lin – Grantee Submission, 2022

Powell, Berry, et al. (in press) conducted a randomized control trial assessing the effects of two variants of word-problem intervention with third graders (n = 304) experiencing mathematics difficulty. Students were assigned to a business-as-usual condition (BaU) or one of two variants of word-problem intervention. One variant included a…

Descriptors: Word Problems (Mathematics), Elementary School Students, Grade 3, Grade 4

Sarah R. Powell; Katherine A. Berry; Anasazi N. Acunto; Anna-Maria Fall; Greg Roberts – Grantee Submission, 2022

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (n = 76) were randomly assigned to word-problem intervention (n = 56)…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Small Group Instruction, Intervention

Powell, Sarah R.; Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A. – Grantee Submission, 2021

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Intervention

Benz, Sarah A.; Powell, Sarah R. – Grantee Submission, 2021

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 3rd-grade students with and without mathematics difficulty (MD). Compared to students without MD, students with MD demonstrated higher rates of externalizing…

Descriptors: Word Problems (Mathematics), Intervention, Mathematics Instruction, Learning Problems

Powell, Sarah R.; Berry, Katherine A.; Barnes, Marcia A. – Grantee Submission, 2019

Students in the elementary grades often experience difficulty setting up and solving word problems. Using an equation to represent the structure of the problem serves as an effective tool for solving word problems, but students may require specific pre-algebraic reasoning instruction about the equal sign as a relational symbol to set up and solve…

Descriptors: Grade 3, Elementary School Mathematics, Word Problems (Mathematics), Algebra

Stevens, Elizabeth A.; Rodgers, Melissa A.; Powell, Sarah R. – Grantee Submission, 2018

The purpose this review was to conduct a meta-analysis of 25 years of mathematics interventions for students with mathematics difficulty or disability in grades 4 through 12. A search of the literature yielded 25 studies that met the inclusion criteria. Studies were coded to extract important study information (e.g., participant information,…

Descriptors: Intervention, Mathematics Tests, Mathematics Achievement, Meta Analysis

Powell, Sarah R.; Berry, Katherine A.; Barnes, Marcia A. – ZDM: The International Journal on Mathematics Education, 2020

Students in the elementary grades often experience difficulty setting up and solving word problems. Using an equation to represent the structure of the problem serves as an effective tool for solving word problems, but students may require specific pre-algebraic reasoning instruction about the equal sign as a relational symbol to set up and solve…

Descriptors: Grade 3, Mathematics Instruction, Elementary School Students, Difficulty Level

Powell, Sarah R.; Berry, Katherine A.; Tran, Le M. – Reading & Writing Quarterly, 2020

The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation…

Descriptors: Vocabulary, Grade 3, Elementary School Students, English Language Learners

Powell, Sarah R.; Berry, Katherine A.; Benz, Sarah A. – Grantee Submission, 2020

The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n=51) to students with MD who received general…

Descriptors: Grade 3, Elementary School Students, Mathematics Instruction, Elementary School Mathematics

Powell, Sarah R.; Berry, Katherine A.; Tran, Le M. – Grantee Submission, 2020

The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation…

Descriptors: Vocabulary, Grade 3, Elementary School Students, English Language Learners

Arsenault, Tessa L.; Powell, Sarah R.; Hebert, Michael A.; King, Sarah G.; Lin, Xin; Lang, Danika – Reading and Writing: An Interdisciplinary Journal, 2023

Increasingly, students must demonstrate knowledge in mathematics through mathematics writing, yet research lags in understanding how students engage in mathematics-writing tasks. Most available research on mathematics writing focuses on typically achieving students without considering students with mathematics difficulty (MD). In this study, we…

Descriptors: Mathematics Instruction, Writing Skills, Learning Problems, Mathematics Achievement

Powell, Sarah R.; Akther, Syeda Sharjina; Yoon, Na Young; Berry, Katherine A.; Nemcek, Carmen; Fall, Anna-Maria; Roberts, Greg – Learning Disabilities Research & Practice, 2023

This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem…

Descriptors: Addition, Subtraction, Arithmetic, Grade 3