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...
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| Veröffentlicht in: | Learning disability quarterly 2016-05, Vol.39 (2), p.95-112 |
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| container_title | Learning disability quarterly |
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| creator | Dennis, Minyi Shih Sorrells, Audrey McCray Falcomata, Terry S. |
| description | 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. |
| doi_str_mv | 10.1177/0731948715595943 |
| format | Article |
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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. 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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.</description><subject>Achievement Gains</subject><subject>Cognition</subject><subject>Cognitive Style</subject><subject>Control Groups</subject><subject>Educational improvement</subject><subject>Effects</subject><subject>Efficient strategies</subject><subject>Elementary school students</subject><subject>Experimental Groups</subject><subject>Fidelity</subject><subject>Generalization</subject><subject>Grade 2</subject><subject>Individualized Education Programs</subject><subject>Intervention</subject><subject>Learning Disabilities</subject><subject>Mathematical problems</subject><subject>Mathematics</subject><subject>Mathematics education</subject><subject>Memory recall</subject><subject>Number Concepts</subject><subject>Numbers</subject><subject>Problem Solving</subject><subject>Questionnaires</subject><subject>Recall (Psychology)</subject><subject>Screening Tests</subject><subject>Special education</subject><subject>Special needs students</subject><subject>Word problems</subject><issn>0731-9487</issn><issn>2168-376X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><recordid>eNqFUM9LwzAUDqLgnN69CAHP1aRpm_Soc5uTicImeitp-rplbM1Mssn-e1MmQ7z4Lu_xvl_wIXRJyQ2lnN8SzmieCE7TNE_zhB2hTkwzETGefRyjTgtHLX6KzpxbkDAsjzvI9-salHfY1Hj6ZfCo8WC30HhtmvBs8MQst7qZ4XvptMIDqTx-taZcwsrhcocnoExT4aGVFViH37Wf42fp57CSXiuHxyBt0-oftJOlXmqvwZ2jk1ouHVz87C56G_Snvcdo_DIc9e7GkWIp8xHQFBIuaVxmXPCSVJCmvMryFOJS0fCoqWIlhFspoWIRKwApRKUgK3mWZayLrve-a2s-N-B8sTAb24TIggZHwkNjJLDInqWscc5CXaytXkm7Kygp2m6Lv90GydVeAlarA73_REkukrzFoz3u5Ax-hf7rt3De2INhksSCChazb0Z_jV8</recordid><startdate>20160501</startdate><enddate>20160501</enddate><creator>Dennis, Minyi Shih</creator><creator>Sorrells, Audrey McCray</creator><creator>Falcomata, Terry S.</creator><general>Hammill Institute on Disabilities and SAGE Publications</general><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>NAPCQ</scope></search><sort><creationdate>20160501</creationdate><title>Effects of Two Interventions on Solving Basic Fact Problems by Second Graders With Mathematics Learning Disabilities</title><author>Dennis, Minyi Shih ; 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| identifier | ISSN: 0731-9487 |
| ispartof | Learning disability quarterly, 2016-05, Vol.39 (2), p.95-112 |
| issn | 0731-9487 2168-376X |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; SAGE Complete A-Z List; Education Source |
| subjects | Achievement Gains Cognition Cognitive Style Control Groups Educational improvement Effects Efficient strategies Elementary school students Experimental Groups Fidelity Generalization Grade 2 Individualized Education Programs Intervention Learning Disabilities Mathematical problems Mathematics Mathematics education Memory recall Number Concepts Numbers Problem Solving Questionnaires Recall (Psychology) Screening Tests Special education Special needs students Word problems |
| title | Effects of Two Interventions on Solving Basic Fact Problems by Second Graders With Mathematics Learning Disabilities |
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