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Scripted small-group strategy instruction program for Grade 3 word problems

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The intervention comprised "20scriptedlessons administeredover 8 weeks," each 30 minutes, three times a week, in small groups of two to four children, delivered by six tutors. Each lesson had four phases: warm-up, instruction, guided practice, and independent practice. Treatment fidelity was high, with tutors following strategy steps at a mean of 98% across observed sequences, and interrater agreement exceeding 90% across all observed categories.

Design Implications

Context

Requirements

  • Tutor administration with scripted lessons; feedback during guided practice; independent practice without feedback in the final phase

Constraints

  • The article notes concerns can be raised about the Level 2 sample size of 18 classrooms for HLM standard error estimates, addressed with robust standard errors

Target Learners

  • Grade 3 children in a Southern California public school district, including children at risk for math difficulties

Learning Goals

  • Word problem-solving accuracy
  • Calculation accuracy

Claims

Examples

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Key Sources

  • 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://journals.sagepub.com
Page metadata
Field Value
type design
id scripted-strategy-instruction-grade3-word-problems
title Scripted small-group strategy instruction program for Grade 3 word problems
description The intervention comprised "20scriptedlessons administeredover 8 weeks," each 30 minutes, three times a week, in small groups of two to four children, delivered by six tutors.
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — swanson-2014

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