Materials-only instruction with increasing irrelevant propositions improves experimental problem-solving accuracy for children with MD¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children with MD in the materials-only condition scored significantly higher than the MD control group on the experimental STAR measure. → Swanson 2014

Evidence¶

Swanson 2014¶

Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2014). The Effects of Mathematics Strategy Instruction for Children With Serious Problem-Solving Difficulties. Exceptional Children, 80(2), 149-168. https://eric.ed.gov/?id=EJ1048482

q3 · i? · causal · r2

HLM analysis of posttest STAR problem-solving scores in the same randomized Grade 3 study. The article reports that "childrenwithMD inthemate - rials-only conditionyieldedsignificantlyhigher adjustedposttestscoresthanchildrenwithMD in the controlcondition", and a moderate effect size between materials-only and control for children with MD.

"childrenwithMD inthemate - rials-only conditionyieldedsignificantlyhigher adjustedposttestscoresthanchildrenwithMD in the controlcondition"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Combined verbal+visual strategy instruction improves standardized problem-solving accuracy for children with math difficulties — related
• Coherence Principle Irrelevant Material Hurts Learning — reports the opposite
• Interesting but irrelevant details can impair comprehension and transfer, with effects that vary with the material and the learner — reports the opposite