Effects of Two Interventions on Solving Basic Fact Problems by Second Graders With Mathematics Learning Disabilities.
This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning di...
| Publicado en: | Learning Disability Quarterly Vol. 39; no. 2; pp. 95 - 113 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=114726236&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 114726236 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07319487 DYW jtl: Learning Disability Quarterly issn: 07319487 maglogo: Y pubinfo: dt: May2016 vid: 39 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 114726236 114726236 114726236 10.1177/0731948715595943 114726236 ppf: 95 ppct: 18 formats: tig: atl: Effects of Two Interventions on Solving Basic Fact Problems by Second Graders With Mathematics Learning Disabilities. aug: au: Dennis, Minyi Shih Sorrells, Audrey McCray Falcomata, Terry S. affil: Lehigh University, Bethlehem, PA, USA sug: subj: Learning Disorders Therapy Mathematics Education Teaching Methods Human Child Male Female Descriptive Statistics Urban Areas Questionnaires Students, Elementary Teachers Test Taking Child: 6-12 years Male Female ab: This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In addition, the effects of both interventions on students’ fact retrieval performance and generalization performance were also tested. To examine the effects of each intervention, the participants were divided into two groups and the order of the interventions was varied between the two groups. The results showed that, in general, students demonstrated a greater extent of strategy transformation and generalization after receiving the number sense intervention. However, the extensive practice intervention promoted students’ use of retrieval-based strategies to solve basic facts. Findings suggested that both interventions had positive impacts on students with MLD and should be used in tandem. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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