| Title: |
Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains |
| Language: |
English |
| Authors: |
Lynn S. Fuchs (ORCID 0000-0003-2099-5247); Pamela M. Seethaler; Sonya K. Sterba; Douglas Fuchs; Laurie E. Cutting; Jeannette Mancilla-Martinez; BrittanyLee N. Martin; Daniel Espinas |
| Source: |
Journal of Educational Psychology. 2024 116(7):1093-1111. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: |
2P20HD075443; 3P20HD07544308S1 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 2; Primary Education |
| Descriptors: |
Reading Comprehension; Word Problems (Mathematics); Transfer of Training; Grade 2; Elementary School Students; Intervention; Text Structure; Learning Disabilities; Comorbidity |
| Assessment and Survey Identifiers: |
Wechsler Abbreviated Scale of Intelligence; Test of Word Reading Efficiency |
| DOI: |
10.1037/edu0000911 |
| ISSN: |
0022-0663; 1939-2176 |
| Abstract: |
Reading comprehension (RC) and word-problem solving (WPS) both involve text processing. Yet, despite evidence that RC text-structure intervention (RC.INT) improves RC, transfer to WPS has not been investigated. Similarly, despite evidence that WPS text-structure intervention (WP.INT) improves WPS, transfer to RC has not been examined. The purpose of this randomized controlled trial was to assess effects of single-domain text-structure intervention (RC or WPS intervention) for simultaneously improving RC and WPS. Second-grade children with comorbid learning difficulty across RC and WPS were randomly assigned to three conditions: RC.INT, WP.INT, or the standard school program (the control group). Inferential tests for acquisition effects in multilevel models were significant. RC.INT's effect sizes (ESs) (vs. control) on RC were g = 1.16 and 0.83; WP.INT's ESs (vs. control) on WPS were g = 1.36 and 1.05. Inferential tests for cross-domain transfer effects in multilevel models were also significant. RC.INT's ESs (vs. control) on WPS were g = 0.41 and 0.68; WP.INT's ES (vs. control) on RC were g = 0.91 and 0.54. Children's text-structure knowledge in passages and word problems mediated acquisition and cross-domain transfer effects in multilevel models. Findings suggest that text-structure intervention may help address the complex needs of children with comorbid RC and WPS difficulty. |
| Abstractor: |
As Provided |
| Notes: |
https://doi.org/10.33009/ldbase.1721580775.13b0 |
| Entry Date: |
2026 |
| Accession Number: |
EJ1506290 |
| Database: |
ERIC |