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Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression.

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Title: Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression.
Authors: Riccomini, Paul J., Hughes, Elizabeth E., Deshpande, Divya, Lee, Joo Young, Fiveash, Laura, Lin, Tzu-Hsing
Source: Learning Disability Quarterly. May2024, Vol. 47 Issue 2, p124-136. 13p.
Subjects: Mathematics, Educational outcomes, Teaching methods, Descriptive statistics, Problem solving, Self-control, Experimental design, Pre-tests & post-tests, Comparative studies, Learning strategies, Learning disabilities, Written communication, Disease complications, Children
Abstract: The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities (n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group (n = 11) significantly outperforming the students in the control group (n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression.
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  Label: Abstract
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  Data: The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities (n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group (n = 11) significantly outperforming the students in the control group (n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/07319487241235148
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        Text: English
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        PageCount: 13
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      – SubjectFull: Mathematics
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      – SubjectFull: Teaching methods
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Self-control
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      – SubjectFull: Experimental design
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Comparative studies
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      – SubjectFull: Learning strategies
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      – SubjectFull: Disease complications
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      – SubjectFull: Children
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      – TitleFull: Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression.
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            NameFull: Riccomini, Paul J.
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              M: 05
              Text: May2024
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              Y: 2024
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