Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.
This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.
Fuchs
Lynn S
LS
Kennedy Center Program of Research on Learning Accommodations at Vanderbilt University, Nashville, TN 37203, USA.
Fuchs
Douglas
D
Prentice
Karin
K
D000328:Adult; D002980:Climate; D004410:Dyslexia / Q000175:diagnosis / Q000453:epidemiology* / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000453:epidemiology* / Q000534:rehabilitation*; D008297:Male; D008433:Mathematics; D008875:Middle Aged; D011340:Problem Solving; D012073:Remedial Teaching / Q000379:methods*; D012307:Risk Factors; D012720:Severity of Illness Index; D014163:Transfer, Psychology