### 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 language | English (US) |
---|---|

Journal | Learning Disabilities Research and Practice |

DOIs | |

State | Published - Jan 1 2019 |

### Fingerprint

### ASJC Scopus subject areas

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

### Cite this

*Learning Disabilities Research and Practice*. https://doi.org/10.1111/ldrp.12202

**Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties.** / Hebert, Michael A.; Bohaty, Janet; Roehling, Julia; Powell, Sarah R.

Research output: Contribution to journal › Article

*Learning Disabilities Research and Practice*. https://doi.org/10.1111/ldrp.12202

}

TY - JOUR

T1 - Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties

AU - Hebert, Michael A.

AU - Bohaty, Janet

AU - Roehling, Julia

AU - Powell, Sarah R.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85067364294&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85067364294&partnerID=8YFLogxK

U2 - 10.1111/ldrp.12202

DO - 10.1111/ldrp.12202

M3 - Article

AN - SCOPUS:85067364294

JO - Learning Disabilities Research and Practice

JF - Learning Disabilities Research and Practice

SN - 0938-8982

ER -