Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Accuracy | 1 |
| At Risk Students | 1 |
| Cognitive Development | 1 |
| Elementary School Students | 1 |
| English Language Learners | 1 |
| Grade 3 | 1 |
| Intervention | 1 |
| Mathematics Instruction | 1 |
| Mathematics Skills | 1 |
| Problem Solving | 1 |
| Students with Disabilities | 1 |
| More ▼ | |
Source
| AERA Online Paper Repository | 1 |
Publication Type
| Reports - Research | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKong, Jennifer; Uppal, Harpreet; Swanson, H. Lee – AERA Online Paper Repository, 2016
This study investigated the role of cognitive interventions on word problem solving (WPS) accuracy in children who are English learners (ELs) and at risk for math difficulties (MD). Grade 3 children (n = 158) within classrooms were randomly assigned to either an untreated control group or one of three treatment conditions: paraphrase question…
Descriptors: English Language Learners, Students with Disabilities, Mathematics Skills, Mathematics Instruction
