The Effects of Alternative Reading and Math Strategy Treatments on Word Problem-solving PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of Alternative Reading and Math Strategy Treatments on Word Problem-solving PDF full book. Access full book title The Effects of Alternative Reading and Math Strategy Treatments on Word Problem-solving by Leonard Dale Brown. Download full books in PDF and EPUB format.
Author: Leonard Dale Brown
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 37
Get Book Here
Book Description
This study examines the relationship between reading comprehension and mathematical word problem-solving. Specifically the study utilizes a single-subject alternating treatments design to compare three different math word problem-solving treatments and their effects on solution accuracy for three third grade students who were exhibiting difficulties in reading and math. The three treatments consisted of a reading fluency and comprehension intervention, a math strategy intervention, and an intervention that integrated both strategies. The current study did not result in conclusive findings regarding the relative effectiveness of the three treatments, but did begin to show some promising trends that suggest the importance of including reading comprehension components to math word-problem lessons and interventions. The current study discusses both the results and limitations of the study, and provides recommendations for further research.
Author: Leonard Dale Brown
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 37
Get Book Here
Book Description
This study examines the relationship between reading comprehension and mathematical word problem-solving. Specifically the study utilizes a single-subject alternating treatments design to compare three different math word problem-solving treatments and their effects on solution accuracy for three third grade students who were exhibiting difficulties in reading and math. The three treatments consisted of a reading fluency and comprehension intervention, a math strategy intervention, and an intervention that integrated both strategies. The current study did not result in conclusive findings regarding the relative effectiveness of the three treatments, but did begin to show some promising trends that suggest the importance of including reading comprehension components to math word-problem lessons and interventions. The current study discusses both the results and limitations of the study, and provides recommendations for further research.
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: Ada Felicitas Muoneke
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 428
Get Book Here
Book Description
Author: Herbert Ginsburg
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 414
Get Book Here
Book Description
Author: Melissa Kwan
Publisher:
ISBN:
Category :
Languages : en
Pages : 290
Get Book Here
Book Description
Author: Deborah R. Simkin
Publisher: Elsevier Health Sciences
ISBN: 1455775835
Category : Medical
Languages : en
Pages : 191
Get Book Here
Book Description
Patients in psychiatry, or their parents, experiment with alternative methods and practices; psychiatrists, in search of scientifically-based discussion and evidence of use for daily practice, find that information in this issue of Child and Adolescent Psychiatric Clinics. Readers will find clinically focused information in the major categories of Selected Treatments, Selected Disorders, and Perspectives on Clinical Complementary and Alternative Therapies. Pharmacologic and non-pharmacologic treatments are discussed for ADHD, Mood disorders, Autism, Learning and Cognitive disorders, and Neurologic disturbances, such as sleep, traumatic brain injury, headache, etc. EEG and Neurofeedback, Meditation and Movement Therapies, Music Therapy, Massage, Acupuncture, and other body-based therapies are presented. Evidence for minerals, vitamins, and herbs is discussed, and Ethical and Legal issues for the Psychiatrist are presented. Guest Editors Deborah Simkin and Charles Popper, with decades of experience in working with complementary therapies, lead this issue.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 418
Get Book Here
Book Description
"This capstone investigated the question: how does visualization instruction affect students' ability to comprehend and solve word problems? The study took place in a small group intervention setting with three students over twelve days. Students were introduced to strategies for visualizing and applied those strategies to story problems. The study also used Cognitively Guided Instruction discourse practices when comparing students' solution strategies. Mixed methods were used to examine the effect of the intervention including video recorded pre-tests and post-tests, attitude surveys, anecdotal records, and student work. Results showed there was no quantitative difference in the number of problems students correctly solved. The qualitative results revealed increased sophistication and understanding in students' solution strategies. It is concluded that visualization strategies applied to word problems show promise but further research is indicated." --
Author: James M. Kauffman
Publisher: Routledge
ISBN: 113686962X
Category : Education
Languages : en
Pages : 807
Get Book Here
Book Description
Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.
Author: Barbara J. Wendling
Publisher: John Wiley & Sons
ISBN: 0470460202
Category : Psychology
Languages : en
Pages : 304
Get Book Here
Book Description
Essentials of Evidence-Based Academic Interventions puts at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions. Written by Barbara Wendling and Nancy Mather, two experts in educational assessment and intervention, this intervention-oriented reference presents clear descriptions of research-based interventions in the areas of: phonological awareness and beginning reading phonics; phonics and sight word instruction; reading fluency; vocabulary and reading comprehension; spelling, handwriting, and written expression; basic math skills; and math problem-solving.
Author: Sandra P. Marshall
Publisher: Cambridge University Press
ISBN: 0521430720
Category : Education
Languages : en
Pages : 440
Get Book Here
Book Description
Schemas in Problem Solving introduces a new approach to the study of learning, instruction, and assessment. Focusing on the area of arithmetic story problems, Marshall shows how instruction can lead to more meaningful learning by emphasizing the ways students acquire and store knowledge in memory. She identifies major knowledge structures called schemas, describes instruction designed around theses structures, and assesses the strengths and weaknesses in the knowledge that the students demonstrate following instruction. To evaluate the success of her approach, Marshall describes traditional experiments and computer simulations of student performance.
