TY - JOUR
T1 - A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties
AU - Jitendra, Asha K.
AU - Dupuis, Danielle N.
AU - Rodriguez, Michael C.
AU - Zaslofsky, Anne F.
AU - Slater, Susan
AU - Cozine-Corroy, Kelly
AU - Church, Chris
PY - 2014
Y1 - 2014
N2 - 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).
AB - 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).
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U2 - 10.1086/673199
DO - 10.1086/673199
M3 - Article
AN - SCOPUS:84898403859
SN - 0013-5984
VL - 114
SP - 252
EP - 276
JO - Elementary School Journal
JF - Elementary School Journal
IS - 2
ER -