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Direct linkLin, Xin; Powell, Sarah R. – Child Development, 2023
In the present study, we investigated the impact of a word-problem intervention in retention and acquisition of knowledge after the intervention ended. We based analyses upon Grade 4 students experiencing mathematics difficulty (average age at pretest = 8.77) who received one of two variants of a word-problem intervention (with [n = 111] vs.…
Descriptors: Elementary School Students, Grade 4, Elementary School Mathematics, Word Problems (Mathematics)
Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Hamlett, Carol L.; Bryant, Joan D. – Child Development, 2010
Contributions of domain-general and domain-specific numerical competencies were assessed on first graders' number combination skill (NC) and word-problem skill (WP). Students (n = 205) between 5 and 7 years of age were assessed on 2 aspects of numerosity, 8 domain-general abilities, NC, and WP. Both aspects of numerosity predicted NC when…
Descriptors: Numeracy, School Readiness, Short Term Memory, Concept Formation
