Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty

Abstract

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( n = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier-2 mathematics intervention settings.

Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention

“…We provided intervention in groups of two to three students, whereas prior PMEQ studies provided individualized intervention (e.g., Powell, Berry, Fall et al 2021). Powell, Berry, Acunto et al (2021) found the effect size for PMEQ versus BAU instruction was larger for individualized intervention than for small group intervention (i.e., three to four students).…”

“…We provided intervention in groups of two to three students, whereas prior PMEQ studies provided individualized intervention (e.g., . Powell, Berry, Acunto et al (2021) found the effect size for PMEQ versus BAU instruction was larger for individualized intervention than for small group intervention (i.e., three to four students). Due to the complexity of word-problem solving, we hypothesize that students were still in the initial stages of learning the schemas but required more opportunities for distributed, interleaved practice solving those schemas with targeted, individualized feedback.…”

“…Students with or at-risk for learning disabilities in mathematics perform significantly lower on mathematics outcomes in word-problem solving and conceptual understanding compared to peers without mathematics difficulty (e.g., Cirino et al, 2015; Geary, 2004). Consistent with previous research (e.g., Powell, Berry, Acunto et al, 2021), we use the umbrella term mathematics difficulty (MD) to include (a) students who have a Specific Learning Disability in mathematics and (b) students who are not formally diagnosed with a learning disability but demonstrate persistent, below-grade-level mathematics performance.…”

Language Proficiency and the Relation to Word–Problem Performance in Emergent Bilingual Students with Mathematics Difficulties

“…To address the second research question, we first conducted correlation analyses between TELPAS scores for language proficiency and students’ composite word‐problems scores at posttest for both intervention and BaU groups. Based on literature showing that difficulties experienced by emergent bilingual students with MD may be related to variability in students’ English‐language proficiency levels (Kong & Orosco, 2016; Leali et al., 2012; Powell et al., 2022; Solano‐Flores et al., 2013), we hypothesized that a relation might exist between students’ English‐language proficiency levels and word‐problem outcomes at posttest.…”

“…As evidenced by an abundance of research, students with MD show lower mathematics performance than students without MD on a variety of mathematical tasks, including those related to early numeracy (Clarke et al, 2021; Nelson & McMaster, 2019), computation (Grigorenko et al, 2020), fractions (Misquitta, 2011; Shin & Bryant, 2015), and algebra (Jayanthi et al, 2008). Moreover, students with MD also experience difficulty setting up and solving word problems (Powell et al, 2019). Challenges with the complexities of word–problem solving are exacerbated for students who are identified as emergent bilingual (Driver & Powell, 2017; Lei et al, 2020; Orosco & Abdulrahim, 2018; Swanson et al, 2021).…”