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
AuthorsFuchs, 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)

Keywordsmath word problems; word-problem development; word-problem intervention; language comprehension
Year01 Jan 2021
JournalJournal of Educational Psychology
Journal citation113 (1), pp. 86-103
PublisherAmerican Psychological Association
ISSN0022-0663
Digital Object Identifier (DOI)https://doi.org/10.1037/edu0000467
Web address (URL)https://psycnet.apa.org/record/2020-13446-001?doi=1
Open accessPublished as non-open access
Research or scholarlyResearch
Page range86-103
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online27 Feb 2020
Publication process dates
Accepted07 Jan 2020
Deposited06 Aug 2024
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© 2020 American Psychological Association

Place of publicationUnited States
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