Training effects on flexibility and word problem solving do not differ between students with low and high language skills¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2024 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Three-way interactions of language group, measurement time, and treatment group were not significant for both outcomes. → Laura Gabler 2024
Evidence¶
Laura Gabler 2024¶
Laura Gabler, Stefan Ufer. (2024). Training flexibility in dealing with additive situations. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101902
q3 · i? · causal · r?
Repeated measures ANOVA for the flexibility test (N = 115) found the three-way interaction non-significant; the parallel word problem analysis (Table 5) likewise reported Measurement x treatment x language with p = 0.830. No effect size is printed for these null interactions.
"The other interaction effects, including the three-way interaction of language group, measurement time, and treatment group, were not significant, indicating that the treatment effect on students' flexibility development was not statistically different for students with low vs. high language skills (RQ2a)."
Discussion¶
Learner Variables¶
- English-Learner Status — moderator: an instructional effect differs with it
- Mathematical Flexibility — outcome: instruction changes it
- Oral Language — moderator: an instructional effect differs with it
Related Claims¶
- Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains — related
- Training restructuring strategies fosters grade-2 students' flexibility in dealing with additive situations relative to a control group, with stronger growth at follow-up — related
- Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group — related
- Embedded cognitive flexibility practice showed no overall advantage over phonics alone on growth in decoding, encoding, or cognitive flexibility — related
- Treatment effects were not moderated by emergent bilingual status, pretest levels, or tutoring attendance — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
training-effects-not-moderated-by-language-skills |
title |
Training effects on flexibility and word problem solving do not differ between students with low and high language skills |
description |
Training effects on flexibility and word problem solving do not differ between students with low and high language skills |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — laura-gabler-2024 |
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