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The Effects of Paraphrasing Interventions on Problem‐Solving Accuracy for Children at Risk for Math Disabilities
Author(s) -
Moran Amber S.,
Swanson H. Lee,
Gerber Michael M.,
Fung Wenson
Publication year - 2014
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12035
Subject(s) - paraphrase , psychological intervention , psychology , learning disability , intervention (counseling) , control (management) , word (group theory) , mathematics education , developmental psychology , linguistics , natural language processing , computer science , artificial intelligence , philosophy , psychiatry
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.