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ERIC Number: EJ995666
Record Type: Journal
Publication Date: 2013-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0731-9487
Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students with Mathematics Difficulties
Jitendra, Asha K.; Rodriguez, Michael; Kanive, Rebecca; Huang, Ju-Ping; Church, Chris; Corroy, Kelly A.; Zaslofsky, Anne
Learning Disability Quarterly, v36 n1 p21-35 Feb 2013
This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed. (Contains 4 tables and 2 figures.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A