A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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Promoting word problem solving performance among students with mathematics difficulties: the role of strategy instruction that primes the problem structure

The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties ◽

10.4324/9781315740713-36 ◽

2014 ◽

pp. 385-396

Keyword(s):

Problem Solving ◽

Word Problem ◽

Strategy Instruction ◽

Problem Structure ◽

Word Problem Solving ◽

Mathematics Difficulties

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Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach

Remedial and Special Education ◽

10.1177/074193259902000108 ◽

1999 ◽

Vol 20 (1) ◽

pp. 50-64 ◽

Cited By ~ 55

Author(s):

Asha K. Jitendra ◽

Kathryn Hoff ◽

Michelle M. Beck

Keyword(s):

Learning Disabilities ◽

Problem Solving ◽

Word Problem ◽

Word Problems ◽

Multiple Baseline ◽

Students With Learning Disabilities ◽

School Students ◽

Word Problem Solving ◽

Baseline Design

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.

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Characteristics of Students at Risk for Mathematics Difficulties Predicting Arithmetic Word Problem Solving Performance: The Role of Attention, Behavior, and Reading

Learning Disabilities A Multidisciplinary Journal ◽

10.18666/ldmj-2013-v19-i2-4794 ◽

2013 ◽

Vol 19 (2) ◽

Author(s):

Asha K. Jitendra ◽

Kelly Cozine Corroy ◽

Danielle N. Dupuis

Keyword(s):

At Risk ◽

Problem Solving ◽

Word Problem ◽

Students At Risk ◽

Word Problem Solving ◽

Mathematics Difficulties ◽

Arithmetic Word Problem

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Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature

Learning Disability Quarterly ◽

10.1177/0731948721994843 ◽

2021 ◽

pp. 073194872199484

Author(s):

Jennifer E. Kong ◽

Christy Yan ◽

Allison Serceki ◽

H. Lee Swanson

Keyword(s):

Problem Solving ◽

Word Problem ◽

Meta Analysis ◽

Sixth Grade ◽

Control Group ◽

Elementary Grades ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Grade 3 ◽

Based Instruction

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.

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