Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties

Asha K. Jitendra, Michael Rodriguez, Rebecca Kanive, Ju Ping Huang, Chris Church, Kelly A. Corroy, Anne Zaslofsky

Research output: Contribution to journalArticlepeer-review

39 Scopus citations

Abstract

This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed.

Original languageEnglish (US)
Pages (from-to)21-35
Number of pages15
JournalLearning Disability Quarterly
Volume36
Issue number1
DOIs
StatePublished - Feb 2013

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Eunice Kennedy Shriver National Institutes of Health, U.S. Department of Health and Human Services, through Grant 5RC1HD063996-02.

Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.

Keywords

  • Mathematical word problem solving
  • Schema-based instruction
  • Standards-based instruction

Fingerprint Dive into the research topics of 'Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties'. Together they form a unique fingerprint.

Cite this