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Supported Self-Explaining during Fraction Intervention
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Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Journal of Educational Psychology, 2016
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multicomponent fraction…
Descriptors: Grade 4, Elementary School Mathematics, Elementary School Students, Cognitive Processes
Supported Self-Explaining during Fraction Intervention
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Fuchs, Lynn S.; Malone, Amelia; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Grantee Submission, 2015
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multi-component fraction…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Mathematics Instruction
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties
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Swanson, H. Lee; Moran, Amber; Lussier, Cathy; Fung, Wenson – Learning Disability Quarterly, 2014
The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…
Descriptors: Short Term Memory, Mathematics Instruction, Mathematics Achievement, Word Problems (Mathematics)
Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?
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H. Lee Swanson – Journal of Educational Psychology, 2014
Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…
Descriptors: Teaching Methods, Cognitive Processes, Learning Problems, Mathematics Instruction
Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?
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Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy – Society for Research on Educational Effectiveness, 2013
Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy…
Descriptors: Grade 3, Elementary School Students, Mathematics Skills, Learning Problems
Improving At-Risk Learners' Understanding of Fractions
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Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Hamlett, Carol L.; Cirino, Paul T.; Siegler, Robert; Changas, Paul – Grantee Submission, 2013
The purposes of this study were to investigate the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and to examine the processes by which effects occurred. The intervention focused more on the measurement interpretation of fractions; the control condition focused more on the part-whole interpretation…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Elementary School Mathematics