The Effect of Addition and Subtraction Practice within a Word-Problem Intervention on Addition and Subtraction Outcomes

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2023-07-18 DOI:10.1111/ldrp.12319

Sarah R. Powell, Syeda Sharjina Akther, Na Young Yoon, Katherine A. Berry, Carmen Nemcek, Anna-Maria Fall, Greg Roberts

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Abstract

This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem interventions, students participated in targeted addition and subtraction fact and computation practice for approximately 3 minutes of each 30-minute session across 47 intervention sessions, but also continually practiced addition and subtraction through word-problem solving. At posttest, students who participated in the intervention demonstrated improved single-digit addition and subtraction performance as well as improved double-digit addition and subtraction performance. At follow-up in Grade 4, persistence of effects was only identified for double-digit addition. Considering addition and subtraction are foundational to many other mathematics skills, addition and subtraction practice serves as an important component of mathematics intervention.

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单词问题干预中加减法练习对加减法结果的影响

本研究考察了单词问题干预中的加减法练习对经历单词问题困难的三年级学生的影响。学生（N=448）被随机分配到一个单词问题干预的两个变体或一个照常营业的比较条件中的一个。在单词问题干预中，学生们在47个干预环节中，每30分钟的环节中有大约3分钟的时间参与有针对性的加减法事实和计算练习，但也通过解决单词问题不断练习加减法。在后测中，参与干预的学生表现出个位数加减法成绩的改善以及两位数加减法的改善。在4年级的随访中，仅发现两位数的附加效应持续存在。考虑到加减法是许多其他数学技能的基础，加减法练习是数学干预的重要组成部分。

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来源期刊

Learning Disabilities Research & Practice Multiple-

CiteScore

2.60

自引率

11.10%

发文量