Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties

被引：21
|
作者：
Wang, Amber Y. [1 ]
Fuchs, Lynn S. [1 ]
Fuchs, Douglas [1 ]
Gilbert, Jennifer K. [1 ]
Krowka, Sarah [1 ]
Abramson, Rebecca [1 ]
机构：
[1] Vanderbilt Univ, 228 Peabody, Nashville, TN 37203 USA
来源：
JOURNAL OF LEARNING DISABILITIES | 2019年 / 52卷 / 04期
关键词：
learning disability; intervention; mathematics; LOW-ACHIEVING STUDENTS; 3RD-GRADE STUDENTS; WORD-PROBLEMS; WHOLE-NUMBER; ACHIEVEMENT; CHILDREN; DEFICITS; MATH;
D O I：
10.1177/0022219419851750
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 explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.
引用
收藏
页码：337 / 348
页数：12
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