The Effects of Paraphrasing Interventions on Problem-Solving Accuracy for Children at Risk for Math Disabilities

被引：23

作者：

Moran, Amber S. ^{[1
]}

Swanson, H. Lee ^{[2
]}

Gerber, Michael M. ^{[3
]}

Fung, Wenson ^{[4
]}

机构：

[1] Univ Calif Santa Barbara, Educ Program, Santa Barbara, CA 93106 USA

[2] Univ Calif Riverside, Educ Psychol & Special Educ Program, Riverside, CA 92521 USA

[3] Univ Calif Santa Barbara, Dept Educ, Santa Barbara, CA 93106 USA

[4] Univ Calif Riverside, Riverside, CA 92521 USA

来源：

LEARNING DISABILITIES RESEARCH & PRACTICE | 2014年 / 29卷 / 03期

关键词：

MIDDLE SCHOOL STUDENTS; WORKING-MEMORY; 3RD-GRADE STUDENTS; LEARNING-DISABILITIES; WORD-PROBLEMS; READING-COMPREHENSION; STRATEGY INSTRUCTION; METAANALYSIS;

D O I：

10.1111/ldrp.12035

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem-solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students' attention through paraphrasing, via writing, to different propositions within word problems. Students were randomly assigned to one of four intervention conditions: paraphrase question propositions (restate), paraphrase relevant propositions (relevant) and paraphrase all propositions (complete) or an untreated control. A mixed ANCOVA indicated that paraphrasing relevant and complete propositions significantly increased posttest accuracy when compared to the control and restate condition. Results from the study provide support for the effectiveness of paraphrasing interventions that directs students to restate/paraphrase propositions of mathematics word problems relative to the control condition.

引用

页码：97 / 105

页数：9

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