Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties

Michael A. Hebert, Sarah R. Powell, Janet Bohaty, Julia Roehling

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

High-stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (n = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher-developed measure of MW (d = 1.05). Component assessment revealed MW students improved in writing organization (d = 1.49) but not in mathematics content (d = 0.11 ns). Results also indicated MW students outperformed control on percentage of correct MW sequences (d = 0.82). Future directions for MW intervention development are discussed.

Original languageEnglish (US)
Pages (from-to)144-157
Number of pages14
JournalLearning Disabilities Research and Practice
Volume34
Issue number3
DOIs
StatePublished - Aug 1 2019

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

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