Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention
| العنوان: | Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention |
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| المؤلفون: | Elizabeth A. Stevens, Audrey J. Leroux, Megan H. Mowbray, Grace S. Lee |
| المصدر: | Exceptional Children. 89:275-293 |
| بيانات النشر: | SAGE Publications, 2022. |
| سنة النشر: | 2022 |
| مصطلحات موضوعية: | Developmental and Educational Psychology, Education |
| الوصف: | Schema instruction improves word-problem solving for students with mathematics difficulty (MD; e.g., Powell et al., 2015 ); however, prior research suggests that students need word-problem-specific language comprehension in addition to schema knowledge to build word-problem models ( Fuchs et al., 2015 , 2018 ). Students have general word knowledge (e.g., more, less) but require word-problem-specific word knowledge to solve word problems successfully (e.g., more than, less than; Kintsch & Greeno, 1985 ). Prior word-problem schema interventions have not provided explicit instruction in word-problem vocabulary to support students’ development of word-problem models. We aimed to determine if word-problem vocabulary instruction combined with schema instruction provided an advantage to word-problem solving for third-grade students with MD. We randomly assigned 75 third graders with MD to three conditions: Word-problem intervention with explicit vocabulary instruction (WP + V), word-problem intervention without explicit vocabulary instruction (WP-only), and business-as-usual intervention (BAU). Students in the treatment conditions received 22, 50-min lessons provided virtually in small groups. On a word-problem vocabulary measure, students in the WP + V condition significantly outperformed students in the WP-only (ES = 0.43) and BAU (ES = 0.83) conditions. On a word-problem measure, students in the WP + V condition outperformed students in the WP-only (ES = 0.08) and BAU conditions (ES = 0.43), although these were not statistically significant. These findings provide preliminary support for the benefits of incorporating explicit vocabulary instruction in a word-problem schema intervention; future research is needed to fully understand the effect of vocabulary instruction on word-problem outcomes. |
| تدمد: | 2163-5560 0014-4029 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_________::74b2b319d07b1e3db296f1aa1dbb6ded https://doi.org/10.1177/00144029221112290 |
| حقوق: | CLOSED |
| رقم الأكسشن: | edsair.doi...........74b2b319d07b1e3db296f1aa1dbb6ded |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 21635560 00144029 |
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