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A Follow-Up Meta-Analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties
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Zhang, Dake; Xin, Yan Ping – Journal of Educational Research, 2012
Following a meta-analysis study conducted by Y. P. Xin and A. Jitendra (1999), the authors carried out a follow-up meta-analysis of word problem-solving interventions published from 1996 to 2009 for students with learning problems in mathematics. The authors examined the influence of education reforms as moderator variables on intervention…
Descriptors: Learning Problems, Mathematics Education, Inclusion, Intervention
A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness
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Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tom, Kinsey; Whipple, Amanda; Si, Luo – Journal of Educational Research, 2011
The authors compared a conceptual model-based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication-division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their…
Descriptors: Learning Problems, Learning Disabilities, Problem Solving, Algebra
Establishing a Connection Between Severity of Learning Disabilities and Classroom Attention Problems.
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Sinclair, Esther; And Others – Journal of Educational Research, 1984
Attention disorders and learning disabilities were investigated through time sampling in 16 classrooms for the educationally handicapped. When attending behavior was compared with discrepancy between obtained and expected achievement, a relationship confirming the importance of attention in the development of learning disorders was discovered.…
Descriptors: Academic Achievement, Attention Deficit Disorders, Classroom Environment, Classroom Research
Classroom Behaviors during Small Group Instruction and Learning Performance in Learning Disabled and Nondisabled Children.
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Gettinger, Maribeth; Fayne, Harriet R. – Journal of Educational Research, 1982
Two studies examined an observation instrument designed to obtain frequency counts on the behaviors of learning disabled children during small group instruction. Findings indicate that intervention strategies designed to modify behaviors in disabled children may have positive effects on their academic progress and that observation of their…
Descriptors: Academic Achievement, Behavior Modification, Behavior Rating Scales, Hyperactivity