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Direct linkArsenault, Tessa L.; Powell, Sarah R. – Learning Disabilities Research & Practice, 2022
Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem…
Descriptors: Word Problems (Mathematics), Mathematics Achievement, Models, Charts
Download full textArsenault, Tessa L.; Powell, Sarah R. – Grantee Submission, 2022
Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem…
Descriptors: Word Problems (Mathematics), Mathematics Achievement, Models, Charts
Powell, Sarah R.; Seethaler, Pamela M. – National Center on Student Progress Monitoring, 2007
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for…
Descriptors: Prevention, Learning Problems, Intervention, Case Studies
