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

Michael A Hebert, Janet Bohaty, Julia Roehling, Sarah R. Powell

Research output: Contribution to journalArticle

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 languageEnglish (US)
JournalLearning Disabilities Research and Practice
DOIs
StatePublished - Jan 1 2019

Fingerprint

Mathematics
learning disorder
Learning
mathematics
Students
student
Research Personnel
Teaching
school grade

ASJC Scopus subject areas

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

Cite this

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

In: Learning Disabilities Research and Practice, 01.01.2019.

Research output: Contribution to journalArticle

@article{77660ebd89c0423cad86e671dd429f9a,
title = "Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties",
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.",
author = "Hebert, {Michael A} and Janet Bohaty and Julia Roehling and Powell, {Sarah R.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1111/ldrp.12202",
language = "English (US)",
journal = "Learning Disabilities Research and Practice",
issn = "0938-8982",
publisher = "Routledge",

}

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

JO - Learning Disabilities Research and Practice

JF - Learning Disabilities Research and Practice

SN - 0938-8982

ER -