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

ABSTRACT: 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^st graders' word-problem performance. We also isolated the need for a structured approach to word-problem intervention and tested the efficacy of schema-based instruction at 1^st grade. Children (n=391; mean age = 6.53, SD = 0.32) were randomly assigned to 4 conditions: schema-based word-problem intervention with embedded language instruction, the same word-problem intervention but without language comprehension instruction, structured number knowledge intervention without a structured word-problem component, and a control group. Each intervention included 45 30-min sessions. Multilevel models, accounti

SUBMITTER: Fuchs LS 

PROVIDER: S-EPMC7989819 | biostudies-literature | 2021 Jan

REPOSITORIES: biostudies-literature