ERIC Number: EJ1075501
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
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.
Descriptors: Mathematics Instruction, Vocabulary, Tutoring, Elementary School Students, Elementary School Mathematics, Grade 1, Comparative Analysis, Pretests Posttests, Instructional Effectiveness, Teaching Methods, Addition, Knowledge Level, Conventional Instruction, Experimental Groups, Control Groups, Statistical Analysis, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wide Range Achievement Test
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
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