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Direct linkSwanson, 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)
Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M. – Learning Disability Quarterly, 2008
The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…
Descriptors: Intervention, Learning Disabilities, Word Problems (Mathematics), Grade 3
Peer reviewedMontague, Marjorie; Applegate, Brooks – Learning Disability Quarterly, 1993
This study examined the verbalizations of 90 middle school students as they thought aloud while solving mathematical word problems. Results indicated that students with learning disabilities (LD) and average achievers were less strategic in approaching mathematical problem solving than gifted students, and LD students approached problem solving in…
Descriptors: Cognitive Processes, Gifted, Intermediate Grades, Junior High Schools
