多层支持系统对风险学习者计算、字题和代数前表现的影响。

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 2015-07-01 DOI:10.1177/0014402914563702

Sarah R Powell, Lynn S Fuchs, Paul T Cirino, Douglas Fuchs, Donald L Compton, Paul C Changas

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引用次数: 45

摘要

本研究的重点是在具有数学困难风险的二年级学生中，通过支持前代数思维的方式来提高单词问题和计算成绩。干预依赖于一个多层支持系统(即响应性干预或RTI)，在该系统中，有风险的学生参加一般的课堂教学，并接受补充的小组辅导。参与者是来自25所学校110个教室的265名学生。教师被随机分配到3个条件:计算RTI，文字问题RTI和一切照常的对照组。干预持续了17周。多水平建模表明，计算RTI改善了计算结果，但没有改善字题结果;单词问题RTI提高了单词问题的近端结果以及一些计算结果的表现;与计算RTI相比，字问题RTI提供了更强的途径来获取前代数知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2^nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.