Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction.

Journal article

Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald, Geary, David C. and Changas, Paul. (2021). Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology. 113(1), pp. 86-103. https://doi.org/10.1037/edu0000467

Publication dates
Authors	Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald, Geary, David C. and Changas, Paul
Abstract	The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders’ WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n = 391; Mage = 6.53, SD = 0.32) were randomly assigned to 4 conditions: schema-based WP intervention with embedded language instruction, the same WP intervention but without LC instruction, structured number knowledge (NK) intervention without a structured WP component, and a control group. Each intervention included 45 sessions, each 30 min long. Multilevel models, accounting for classroom and school effects, revealed the efficacy of schema-based WP intervention at 1st grade, with both WP conditions outperforming the NK condition and the control group. Yet, WP performance was significantly stronger for the schema-based condition with embedded LC instruction compared to the schema-based condition without LC instruction. NK intervention conveyed no WP advantage over the control group, even though all 3 intervention conditions outperformed the control group on arithmetic. Results demonstrate the importance of a structured approach to WP intervention, the efficacy of schema-based instruction at 1st grade, and the added value of LC instruction within WP intervention. Results also provide causal evidence on the role of LC in WP solving. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Keywords	math word problems; word-problem development; word-problem intervention; language comprehension
Year	01 Jan 2021
Journal	Journal of Educational Psychology
Journal citation	113 (1), pp. 86-103
Publisher	American Psychological Association
ISSN	0022-0663
Digital Object Identifier (DOI)	https://doi.org/10.1037/edu0000467
Web address (URL)	https://psycnet.apa.org/record/2020-13446-001?doi=1
Open access	Published as non-open access
Research or scholarly	Research
Page range	86-103
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	27 Feb 2020
Publication process dates
Accepted	07 Jan 2020
Deposited	06 Aug 2024
Supplemental file	License All rights reserved File Access Level Controlled
Additional information	© 2020 American Psychological Association
Place of publication	United States

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