Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4

This quasi–experimental study was designed to investigate the initial efficacy of a fraction–vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty–three students were assigned to either the intervention condi...

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Bibliographic Details
Published inLearning disabilities research and practice Vol. 38; no. 4; pp. 253 - 262
Main Authors Lin, Xin, Powell, Sarah R.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2023
Wiley
Subjects
Elementary School Students
Fractions
Grade 4
Intervention
Learning Problems
Mathematics Instruction
Mathematics Skills
Program Effectiveness
Vocabulary Development
Online AccessGet full text
ISSN0938-8982
1540-5826
DOI10.1111/ldrp.12321

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Summary:This quasi–experimental study was designed to investigate the initial efficacy of a fraction–vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty–three students were assigned to either the intervention condition (n = 16) or a business–as–usual comparison condition (n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction–vocabulary intervention was significant for fraction–vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction–vocabulary knowledge may positively affect their fraction competencies.
ISSN:0938-8982
1540-5826
DOI:10.1111/ldrp.12321