Combined verbal+visual strategy instruction improves standardized problem-solving accuracy for children with math difficulties¶

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 verbal+visual condition scored significantly better on standardized posttest problem solving than children with MD in the control condition. → 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 TOMA-2 z-scores in a randomized study of 193 third-graders, 73 with MD, adjusted for pretest. The article reports that "adjustedposttestscoresforchildrenw ithMD in the verbal+visualcondition w eresignificantly better" than the MD control group, and a Tukey ordering of "verbal+visual> materials-only> verbal- only= visual-only= control".

"adjustedposttestscoresforchildrenw ithMD in the verbal+visualcondition w eresignificantly betterthanthosescoresof children withMD in the controlcondition"

Discussion¶

Related Claims¶

• Materials-only instruction with increasing irrelevant propositions improves experimental problem-solving accuracy for children with MD — related
• Verbal and verbal+visual strategy conditions improve calculation accuracy for both ability groups — related
• Working memory capacity correlates with outcomes differently across strategy conditions, with compensatory negative correlations under materials-only instruction — related
• Strategy training outcomes on word problem accuracy interact with working memory capacity, favoring children with higher WMC — related
• Strategy conditions do not improve problem-solving performance for children without math difficulties — related