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Five modifications adapting a grades 7–12 strategy intervention for fifth and sixth graders

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article enumerates five targeted modifications: increased explicitness of instruction (expanding one routine lesson into three lessons on modeling, paraphrasing, and visualizing), expanded emphasis on metacognition with additional sequenced prompts, a new prerequisite lesson on concepts of the four operations, extension of initial instructional sessions from 3 to 6 days, and added visual supports (operations decision tree, paraphrasing and visualizing frameworks). The authors state: "we extended the initial instructional sessions from 3 to 6 days, expanded the focus on paraphrasing and visualizing strategies, increased the explicitness of the meta-cognitive components, taught and then reinforced concepts of the four arithmetic operations, and added visual supports."

Design Implications

Context

Requirements

  • Modifications were based on previous research, developmental characteristics of fifth and sixth graders, and a pilot study identifying deficits in concepts of operations

Constraints

  • The weekly practice session script was not altered from the original intervention

Target Learners

  • Fifth and sixth grade students, including those with LD

Learning Goals

  • Math problem solving, including paraphrasing, visualizing, and solution planning

Claims

Examples

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Key Sources

  • Krawec, J., & Huang, J. (2017). Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities. Journal of Learning Disabilities, 50(4), 468–480. https://doi.org/10.1177/0022219416645565
Page metadata
Field Value
type design
id five-modifications-grades-5-6-strategy-instruction
title Five modifications adapting a grades 7–12 strategy intervention for fifth and sixth graders
description The article enumerates five targeted modifications: increased explicitness of instruction (expanding one routine lesson into three lessons on modeling, paraphrasing, and visualizing), expanded emphasis on metacognitio...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — krawec-2017

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