| Title: |
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study's Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty |
| Language: |
English |
| Authors: |
Powell, Sarah R. (ORCID 0000-0002-6424-6160); Berry, Katherine A.; Acunto, Anasazi N.; Fall, Anna-Maria; Roberts, Greg |
| Source: |
Journal of Learning Disabilities. Sep-Oct 2022 55(5):359-374. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2022 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A150078 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 3; Primary Education |
| Descriptors: |
Grade 3; Elementary School Students; Mathematics Instruction; Learning Problems; Intervention; Small Group Instruction; Word Problems (Mathematics); Individual Instruction; Outcomes of Education; Achievement Gains |
| DOI: |
10.1177/00222194211047635 |
| ISSN: |
0022-2194; 1538-4780 |
| Abstract: |
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (N = 76) were randomly assigned to word-problem intervention (n = 56) or business-as-usual comparison (n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier 2 mathematics intervention settings. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2022 |
| Accession Number: |
EJ1348972 |
| Database: |
ERIC |