A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties

Asha K. Jitendra, Danielle N. Dupuis, Michael C. Rodriguez, Anne F. Zaslofsky, Susan Slater, Kelly Cozine-Corroy, Chris Church

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive problems. All students at risk for MD identified through screening received a mathematics intervention in groups of 2-4 for 12 weeks across the school year. Results revealed that students in the SBI group outperformed students in the control group on a word problem solving (WPS) posttest (g = 0.46). The effect of SBI proved to be equivalent for students in both high and low at-risk subgroups. On a district-administered mathematics achievement test, SBI students scored significantly higher than control students (g = 0.34); however, there were no significant effects on the WPS retention test (8 weeks later).

Original languageEnglish (US)
Pages (from-to)252-276
Number of pages25
JournalElementary School Journal
Volume114
Issue number2
DOIs
StatePublished - Jan 1 2014

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