title: Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties.
abstract: This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining question sentence), verbal + visual strategies, visual-only strategies (e.g., correctly placing numbers in diagrams), or untreated control. Strategy interventions included 20 sessions in both Year 1 and Year 2. The intent-to-treat as well as the "as-treated" analyses showed that treatment effects were significantly moderated by WMC. In general, treatment outcomes were higher when WMC was set to a high rather than low level. When set to a relatively high WMC level, children with MD performed significantly better under visual-only strategy conditions and children without MD performed better under verbal + visual conditions when compared to control conditions.
authors: University of California, Riverside, USA Lee.Swanson@ucr.edu.
authors: H Lee
authors: HL
authors: Swanson
authors: University of California, Riverside, USA.
authors: Catherine M
authors: CM
authors: Lussier
authors: University of California, Riverside, USA.
authors: Michael J
authors: MJ
authors: Orosco
mesh_terms: D002648:Child; D060705:Dyscalculia / Q000503:physiopathology / Q000628:therapy*; D018479:Early Intervention, Educational / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D011340:Problem Solving / Q000502:physiology*; D016896:Treatment Outcome
keywords: math difficulties; strategy training; working memory