Verbal and verbal+visual strategy conditions improve calculation accuracy for both ability groups¶

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? For both children with and without MD, verbal and verbal+visual conditions outperformed control on posttest calculation, with the article reporting treatment effects it characterizes as particularly strong (all ES > .80). → 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 WRAT-3 calculation posttest scores in the randomized Grade 3 study, treating calculation as a transfer measure. The article reports "treatmenteffectsw ithinboth abilitygroupsw ere particularlystrongwhen verbaland verbal+spa - tialconditionswerecomparedtothecontrolcon - ditions(allES > .80)"; no single exact effect size value is printed for this contrast.

"treatmenteffectsw ithinboth abilitygroupsw ere particularlystrongwhen verbaland verbal+spa - tialconditionswerecomparedtothecontrolcon - ditions(allES > .80)"

Discussion¶

Related Claims¶

• Strategy conditions do not improve problem-solving performance for children without math difficulties — related
• At low pretest WMC, control children outperformed the strategy conditions on solution accuracy — reports the opposite
• At high pretest WMC, the visual-only condition outperformed verbal-only, verbal+visual, and control on solution accuracy — reports the opposite
• Strategy training outcomes on word problem accuracy interact with working memory capacity, favoring children with higher WMC — reports the opposite
• Children without MD benefited from strategy conditions on operation span but not on solution or calculation accuracy — reports the opposite
• Combined verbal+visual strategy instruction improves standardized problem-solving accuracy for children with math difficulties — related
• Working memory capacity correlates with outcomes differently across strategy conditions, with compensatory negative correlations under materials-only instruction — related
• Children without math difficulties outperformed children with math difficulties in word problem solving overall, but gaps narrowed on some conditions at Wave 2 — related