The Effects of Comprehension Intervention on Mathematics Problem-Solving for Students With Mathematics Disability

• In Event: Mathematics Instruction for Students With Disabilities

Abstract

The purpose of this study was to examine the effectiveness of a mathematics problem solving intervention strategies for 3rd grade students identified as having a Mathematics Disability and students who are English Learners. Three instructional interventions explicitly directed children’s attention to different propositions within word problems through writing out and paraphrasing. Two studies were conducted over two academic school years. In Study 1, intervention was directed to seventy (n = 70) students operationally identified as having Math Disabilities (MD), whereas Study 2 was direct to seventy-two (n = 72) students who were English Learners. Results from both studies provide support for the effectiveness of interventions that directs students to restate/paraphrase components (propositions) of mathematics word problems.

Authors

• Amber Squire Moran, University of California - Santa Barbara

• Michael M. Gerber, University of California - Santa Barbara

• H. Lee Swanson, University of California - Riverside

• Cathy Lussier, University of California