Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities PDF Download
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Author: H. Lee Swanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent across the elementary school years even when calculation and reading skills are in the normal achievement range (Swanson et al., 2008). Previous research shows that growth in working memory (WM) is related to growth in word problem solving accuracy for children with math disabilities (MD e.g., Swanson, 2006, Swanson et al., 2008). However, the research is unclear as to the interventions that compensate for WM limitations in children with MD that in turn positively influence performance on problem solving measures. The purpose of this intervention study was to determine whether children with MD improve in problem solving ability as a function of strategy intervention that emphasizes relevant components of word problems. Children with MD and without MD were randomly assigned to one of three treatment groups: verbal strategies, visual strategies or a combination of both verbal and visual strategies. This study addressed three questions:(1) Do cognitive strategies that direct MD children's attention to relevant components of word problems in the context of distracting or irrelevant information enhance mathematical problem solving accuracy when compared to control conditions? (2) Are visual-spatial strategies in isolation or when combined with verbal strategies more effective than verbal strategies in isolation for children with MD? and (3) Do specific cognitive strategies and increases in WM load (number of irrelevant sentences in word problems) play an independent or interactive role in facilitating solution accuracy and transfer? One hundred and twenty (120) children from grades 2 and 3 in a Southern California public school district participated in this study. The primary findings were: both children with and without MD significantly improved word problem solving accuracy at post-test relative to other conditions, (b) pretest/post-test changes in correctly identifying relevant/irrelevant components mediated the effects of treatment on solution accuracy, (c) transfer (tasks independent of training) occurred on CBM of text word problems, verbal WM and calculation, and (d) individual differences in WM capacity interacted with treatment conditions when predicting overall solution accuracy.
Author: H. Lee Swanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
Get Book Here
Book Description
Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent across the elementary school years even when calculation and reading skills are in the normal achievement range (Swanson et al., 2008). Previous research shows that growth in working memory (WM) is related to growth in word problem solving accuracy for children with math disabilities (MD e.g., Swanson, 2006, Swanson et al., 2008). However, the research is unclear as to the interventions that compensate for WM limitations in children with MD that in turn positively influence performance on problem solving measures. The purpose of this intervention study was to determine whether children with MD improve in problem solving ability as a function of strategy intervention that emphasizes relevant components of word problems. Children with MD and without MD were randomly assigned to one of three treatment groups: verbal strategies, visual strategies or a combination of both verbal and visual strategies. This study addressed three questions:(1) Do cognitive strategies that direct MD children's attention to relevant components of word problems in the context of distracting or irrelevant information enhance mathematical problem solving accuracy when compared to control conditions? (2) Are visual-spatial strategies in isolation or when combined with verbal strategies more effective than verbal strategies in isolation for children with MD? and (3) Do specific cognitive strategies and increases in WM load (number of irrelevant sentences in word problems) play an independent or interactive role in facilitating solution accuracy and transfer? One hundred and twenty (120) children from grades 2 and 3 in a Southern California public school district participated in this study. The primary findings were: both children with and without MD significantly improved word problem solving accuracy at post-test relative to other conditions, (b) pretest/post-test changes in correctly identifying relevant/irrelevant components mediated the effects of treatment on solution accuracy, (c) transfer (tasks independent of training) occurred on CBM of text word problems, verbal WM and calculation, and (d) individual differences in WM capacity interacted with treatment conditions when predicting overall solution accuracy.
Author: Silvia Lanfranchi
Publisher: Frontiers Media SA
ISBN: 2889198979
Category : Psychology
Languages : en
Pages : 158
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Book Description
The last forty years of research have demonstrated that working memory (WM) is a key concept for understanding higher-order cognition. To give an example, WM is involved in reading comprehension, problem solving and reasoning, but also in a number of everyday life activities. It has a clear role in the case of atypical development too. For instance, numerous studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID); and several researchers have hypothesized that this can be linked to their difficulties in learning, cognition and everyday life. The latest challenge in the field concerns the trainability of WM. If it is a construct central to our understanding of cognition in typical and atypical development, then specific intervention to sustain WM performance might also promote changes in cognitive processes associated with WM. The idea that WM can be modified is debated, however, partly because of the theoretical implications of this view, and partly due to the generally contradictory results obtained so far. In fact, most studies converge in demonstrating specific effects of WM training, i.e. improvements in the trained tasks, but few transfer effects to allied cognitive processes are generally reported. It is worth noting that any maintenance effects (when investigated) are even more meagre. In addition, a number of methodological concerns have been raised in relation to the use of: 1. single tasks to assess the effects of a training program; 2. WM tasks differing from those used in the training to assess the effects of WM training; and 3. passive control groups. These and other crucial issues have so far prevented any conclusions from being drawn on the efficacy of WM training. Bearing in mind that the opportunity to train WM could have a huge impact in the educational and clinical settings, it seems fundamentally important to shed more light on the limits and potential of this line of research. The aim of the research discussed here is to generate new evidence on the feasibility of training WM in individuals with LD and ID. There are several questions that could be raised in this field. For a start, can WM be trained in this population? Are there some aspects of WM that can be trained more easily than others? Can a WM training reduce the impact of LD and ID on learning outcomes, and on everyday living? What kind of training program is best suited to the promotion of such changes?
Author: Rachel Schiff
Publisher: Springer
ISBN: 3319312359
Category : Education
Languages : en
Pages : 279
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Book Description
This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Students with learning disabilities struggle with such as math, cognitive abilities, and organizational skills. Adopting a multi-disciplinary approach, this book encompasses a wide variety of remedial treatments and therapies developed by expert researchers and scholars in the Learning Disabilities area.
Author: Susan Perry Gurganus
Publisher: Taylor & Francis
ISBN: 1317409337
Category : Education
Languages : en
Pages : 449
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Book Description
Math Instruction for Students with Learning Problems, Second Edition provides a research-based approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK–12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is rich with opportunities for class activities and field extensions, and the second edition has been fully updated to reference both NCTM and CCSSM standards throughout the text and includes an entirely new chapter on measurement and data analysis.
Author:
Publisher: Elsevier
ISBN: 0443193770
Category : Psychology
Languages : en
Pages : 278
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Book Description
International Review of Research in Developmental Disabilities, Volume 64 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors. Provides the authority and expertise of leading contributors from an international board of authors Presents the latest release in the International Review of Research in Developmental Disabilities series
Author: Hiroshi Hara
Publisher:
ISBN:
Category : Anemones
Languages : en
Pages :
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Author: Ann Dowker
Publisher: Frontiers Media SA
ISBN: 288945200X
Category : Cognition
Languages : en
Pages : 175
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Book Description
For many years, an abstract, amodal semantic magnitude representation, largely independent of verbal linguistic representations, has been viewed as the core numerical or mathematical representation This assumption has been substantially challenged in recent years. Linguistic properties affect not only verbal representations of numbers,but also numerical magnitude representation, spatial magnitude representations, calculation, parity representation, place-value representation and even early number acquisition. Thus, we postulate that numerical and arithmetic processing are not fully independent of linguistic processing. This is not to say, that in patients, magnitude processing cannot function independently of linguistic processing we just suppose, these functions are connected in the functioning brain. So far, much research about linguistic influences on numerical cognition has simply demonstrated that language influences number without investigating the level at which a particular language influence operates. After an overview, we present new findings on language influences on seven language levels: - Conceptual: Conceptual properties of language - Syntactic: The grammatical structure of languages beyond the word level influences - Semantic: The semantic meaning or existence of words - Lexical: The lexical composition of words, in particular number words - Visuo-spatial-orthographic: Orthographic properties, such as the writing/reading direction of a language. - Phonological: Phonological/phonetic properties of languages - Other language-related skills: Verbal working memory and other cognitive skills related to language representations We hope that this book provides a new and structured overview on the exciting influences of linguistic processing on numerical cognition at almost all levels of language processing.
Author: Katherine M. Robinson
Publisher: Springer
ISBN: 3030128954
Category : Psychology
Languages : en
Pages : 274
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Book Description
This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.
Author: Bradley S. Witzel
Publisher: Guilford Publications
ISBN: 1462523129
Category : Education
Languages : en
Pages : 193
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Book Description
Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.
Author: Gupta, Sanjeev Kumar
Publisher: IGI Global
ISBN: 1668499843
Category : Psychology
Languages : en
Pages : 668
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Book Description
The Handbook of Research on Child and Adolescent Psychology Practices and Interventions offers a crucial solution to the pressing need for comprehensive resources in the field of child and adolescent mental health. Edited by esteemed scholar Sanjeev Gupta from the All India Institute of Speech and Hearing, this groundbreaking handbook brings together the latest research, evidence-based practices, and multidisciplinary perspectives to address the diverse challenges faced by children and adolescents. From affective disorders to global crises in mental health, the book covers a wide range of topics, providing multidimensional insights and empowering strategies for mental health practitioners, academicians, researchers, and students. With a strong emphasis on early identification and intervention, the handbook highlights the vital role of parents, caregivers, and teachers in the sustainable rehabilitation of young individuals. It equips readers with drill practices and cognitive training programs tailored to the plasticity of young brains, setting the stage for positive changes in the natural history of mental health issues and disabilities, starting from the earliest weeks or months of life. By offering evidence-based practices, cutting-edge research, and practical insights, this comprehensive and multidisciplinary resource empowers professionals and organizations to make a lasting impact on the mental well-being of children and adolescents, ultimately reducing the burden on caregivers. The Handbook of Research on Child and Adolescent Psychology Practices and Interventions is an essential tool for anyone dedicated to improving the lives of young individuals and advancing the field of child and adolescent mental health.
