Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was desi...

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Bibliographic Details
Published in:Journal of learning disabilities 2019-07, Vol.52 (4), p.337-348
Main Authors: Wang, Amber Y., Fuchs, Lynn S., Fuchs, Douglas, Gilbert, Jennifer K., Krowka, Sarah, Abramson, Rebecca
Format: Article
Language:English
Subjects:
Academic Ability
Academic achievement
Achievement Tests
At risk populations
At Risk Students
Disorders
Efficacy
Elementary education
Elementary School Mathematics
Elementary School Students
Fractions
Grade 3
Intelligence Tests
Intervention
Learning disabilities
Mathematics
Mathematics Instruction
Mathematics Skills
Moderation
Program Effectiveness
Response to Intervention
Self Management
Self regulation
Special education
Student Attitudes
Teaching Methods
Vocabulary
Word Problems (Mathematics)
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Summary:The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students’ pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students’ pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.
ISSN:0022-2194
1538-4780
DOI:10.1177/0022219419851750