TY - JOUR
T1 - Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities
AU - Krawec, Jennifer
AU - Huang, Jia
N1 - Funding Information:
The authors acknowledge Dr. Marjorie Montague, who initiated the research project described in this paper. The authors are grateful to the students as well as the teachers, administrators, and other school personnel in the Miami-Dade County Public Schools for their cooperation and support. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research is supported by Grant No. R324A110009 from the Institute for Education Sciences (IES), U.S. Department of Education. Opinions expressed herein are those of the authors and do not represent the position of the U.S. Department of Education.
Publisher Copyright:
© 2016, © Hammill Institute on Disabilities 2016.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2017/7/1
Y1 - 2017/7/1
N2 - The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.
AB - The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.
KW - cognitive strategies
KW - problem solving/calculation
KW - strategy instruction
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U2 - 10.1177/0022219416645565
DO - 10.1177/0022219416645565
M3 - Article
C2 - 27164995
AN - SCOPUS:85020511598
VL - 50
SP - 468
EP - 480
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 4
ER -