| Literature DB >> 22221461 |
Robin F Schumacher1, Lynn S Fuchs.
Abstract
The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on compare word problems. Second-grade classrooms (N=31) were randomly assigned to one of three conditions: researcher-designed word-problem intervention, researcher-designed calculation intervention, or business-as-usual (teacher-designed) control. Students in word-problem intervention classrooms received instruction on the compare problem type, which included a focus on understanding relational terminology within compare word problems. Analyses, which accounted for variance associated with classroom clustering, indicated that (a) compared with the calculation intervention and business-as-usual conditions, word-problem intervention significantly increased performance on all three subtypes of compare problems and on understanding relational terminology, and (b) the intervention effect was fully mediated by students' understanding of relational terminology for one subtype of compare problems and partially mediated by students' understanding of relational terminology for the other two subtypes. Copyright ÂEntities:
Mesh：
Year: 2012 PMID： 22221461 PMCID： PMC3288282 DOI： 10.1016/j.jecp.2011.12.001
Source DB: PubMed Journal: J Exp Child Psychol ISSN： 0022-0965