Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.

language comprehension math word problems word-problem development word-problem intervention

Journal

Journal of educational psychology
ISSN: 0022-0663
Titre abrégé: J Educ Psychol
Pays: United States
ID NLM: 0135751

Informations de publication

Date de publication:
Jan 2021
Historique:
entrez: 29 3 2021
pubmed: 30 3 2021
medline: 30 3 2021
Statut: ppublish

Résumé

The main purpose of this study was to test the effects of word-problem intervention, with versus without embedded language comprehension instruction, on at-risk 1

Identifiants

pubmed: 33776137
doi: 10.1037/edu0000467
pmc: PMC7989819
mid: NIHMS1069117
doi:

Types de publication

Journal Article

Langues

eng

Pagination

86-103

Subventions

Organisme : NICHD NIH HHS
ID : P50 HD103537
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD053714
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD097772
Pays : United States

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Auteurs

Lynn S Fuchs (LS)

Vanderbilt University.

Pamela M Seethaler (PM)

Vanderbilt University.

Sonya K Sterba (SK)

Vanderbilt University.

Caitlin Craddock (C)

Vanderbilt University.

Douglas Fuchs (D)

Vanderbilt University.

Donald L Compton (DL)

Florida State University.

David C Geary (DC)

University of Missouri.

Paul Changas (P)

Metropolitan-Nashville Public Schools.

Classifications MeSH