scholarly journals Fifth and Sixth Grade Students' Deficiencies on Word Problem Solving and Failures in the Problem Solving Process

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Dilek Sezgin Memnun
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Sixth Grade ◽  
Word Problem Solving ◽  
Sixth Grade Students ◽  
Problem Solving Process

What underlies successful word problem solving? A path analysis in sixth grade students

2013 ◽  
Vol 38 (3) ◽  
pp. 271-279 ◽  
Author(s):  
Anton J.H. Boonen ◽  
Menno van der Schoot ◽  
Floryt van Wesel ◽  
Meinou H. de Vries ◽  
Jelle Jolles
Keyword(s):  
Problem Solving ◽  
Path Analysis ◽  
Word Problem ◽  
Sixth Grade ◽  
Word Problem Solving ◽  
Sixth Grade Students

scholarly journals Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature

2021 ◽  
pp. 073194872199484
Author(s):  
Jennifer E. Kong ◽  
Christy Yan ◽  
Allison Serceki ◽  
H. Lee Swanson
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Meta Analysis ◽  
Sixth Grade ◽  
Control Group ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Grade 3 ◽  
Based Instruction

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.

Sign in / Sign up

Export Citation Format

Share Document