Mathematics: Educational Tools for Diverse Learners

Carnine, Doug; Jones, Eric D.; Dixon, Robert

doi:10.1080/02796015.1994.12085721

Cited by 41 publications

(18 citation statements)

References 49 publications

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“…In fact, one study (Walker & Poteet, 1989) resulted in a negative effect size (d = -.42) for the key word method typically found in basal mathematics programs. These results support the call for a comprehensive analysis of word-problem-solving instruction in basal mathematics curricula (Carnine, Jitendra, & Silbert, 1997;Carnine et al, 1994;Jitendra, Carnine, & Silbert, 1996;Kameenui & Griffin, 1989;Stein, Silbert, & Carnine, 1997).…”

Section: Discussionsupporting

confidence: 66%

The Effects of Instruction in Solving Mathematical Word Problems for Students with Learning Problems

1999

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This article provides a synthesis of word-problem-solving intervention research with samples of students with learning problems (i.e., mild disabilities and at risk for mathematics failure). The effectiveness of word-problem-solving instruction in 25 outcome studies was examined across student characteristics (e.g., grade, IQ); instructional features (e.g., intervention approach, treatment length); methodological features; skill maintenance; and generalization components. Separate analyses were performed for group-design studies and single-subject studies using standardized mean change and percentage of nonoverlapping data (PND), respectively. The overall mean weighted effect size ( d ) and PND for word-problem-solving instruction were positive across the group-design studies (ES = +.89) and single-subject studies (PND = 89%). In addition, positive effects for skill maintenance and generalization were found for group design (ES = +.78 and +.84, respectively) and single-subject studies (PND = 100%). Computer-assisted instruction was found to be most effective for group-design studies. Effects for representation techniques and strategy training were found to be significantly higher than the "other" approach for both group-design and single-subject studies. Long-term (> 1 month) intervention effects were significantly higher than shortor intermediate-term interventions for groupdesign studies, whereas both long-term and intermediate treatments were seen to be more effective than short-term treatments for single-subject studies. Other significant effects found for group-design studies only in terms of student characteristics, instructional features, and methodological features are reported. Finally, implications of the current analysis for future research in the area of word-problem solving are discussed.

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Section: Discussionsupporting

confidence: 66%

The Effects of Instruction in Solving Mathematical Word Problems for Students with Learning Problems

1999

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“…Provision of teacher examples. It is crucial for students with or without LD to be presented with sufficient teacher examples of mathematical concepts before moving on to new instructional tasks (Carnine, Jones, & Dixon 1994;Cawley, Parmar, Yan, & Miller, 1996).…”

Section: Methods Textbook Lessons Selection Proceduresmentioning

confidence: 99%

“…Practice is an essential component of mathematical instruction by providing important opportunities for students to apply knowledge and skills that they have learned (Carnine & Jones, 1994;Jitendra et al, 1999;Jones et al, 1997;Porter, 1989). Sufficient practice also allows students to achieve an adequate level of automaticity, generalization, and maintenance (Carnine & Jones, 1994). According to Goldman and Pellegrino (1987), through repeated practice, students can execute their strategy knowledge more quickly, thus facilitating memoriza-tion and storage of knowledge in long-term memory.…”

Section: Methods Textbook Lessons Selection Proceduresmentioning

confidence: 99%

Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation

Bryant

Kethley

et al. 2008

Learning Disability Quarterly

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High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks to determine the extent to which 11 critical features of instruction were present. Overall, results showed an “Approaching Acceptable” rating, meaning that the features were not fully incorporated. Implications include the need for textbook adoption committees to be mindful of the importance of including effective instructional practices when making textbook decisions and for teachers to scrutinize the components of lessons to determine if these features of effective instruction are included.

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“…Given that teachers rarely provide one-on-one instruction to students in the diverse general education classrooms of today, this study offered one combination of techniques that could potentially be used as an RTI methodology and demonstrated that intensive vocabulary instruction is effective for students when conducted in small groups. In fact, this study suggests that explicit instruction (Burke et al, 1998; Carnine et al, 1994; Gersten, 1998) of words within the context of narrative and expository storybooks has far more reaching effects than exposure alone.…”

Section: Discussionmentioning

confidence: 82%

“…Although there is no substitute for early print exposure and rich reading experiences, direct vocabulary instruction that incorporates sufficient examples, explicit strategies, adequate practice opportunities, cumulative review, applied activities, and frequent feedback can help students acquire the knowledge needed to be academically successful (Carnine, Jones, & Dixon, 1994; Coyne et al, 2006; Gersten, 1998; Marzano, 2003). Although explicit instruction accounts for a very small portion of the vocabulary that students learn during an academic year (Nagy & Anderson, 1984), its compounding effects may have long-reaching benefits.…”

mentioning

confidence: 99%

Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster Instruction

Puhalla

2010

Remedial and Special Education

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This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66 students participated in the study, 44 identified as at risk and 22 as average-achieving peers. Students identified as at risk were randomly assigned to either a booster group, where they received explicit instruction of selected storybook vocabulary, or a no booster group, where they received vocabulary instruction in the context of read alouds through an experimental Read Aloud curriculum. A repeated measures design was employed to compare the effects of the intervention. Results indicate that students in the booster group significantly outperformed the students in the no booster and average-achieving peers groups on storybook vocabulary measures.

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Mathematics: Educational Tools for Diverse Learners

Cited by 41 publications

References 49 publications

The Effects of Instruction in Solving Mathematical Word Problems for Students with Learning Problems

The Effects of Instruction in Solving Mathematical Word Problems for Students with Learning Problems

Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation

Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster Instruction

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