Use single-domain text-structure intervention to address comorbid reading and word-problem difficulty¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

Because cross-domain transfer was demonstrated in both directions, the authors suggest text-structure intervention in one domain may help address comorbid RC and WPS difficulty, easing scheduling and resource burdens. The article states: "Findings suggest that text-structure intervention may help address the complex needs of children with comorbid RC and WPS difficulty." Because reading intervention usually takes priority, many such children are underserved in math; a single-domain approach offers proof of concept for serving both needs.

Design Implications¶

Context¶

Requirements¶

• intervention must include text-structure vocabulary spanning both domains and explicit transfer instruction on domain parallels

Constraints¶

• Proof-of-concept from one RCT at second grade; not preregistered; outcomes were researcher-developed measures

Target Learners¶

• children with comorbid reading comprehension and word-problem solving difficulty

Target Learning Goals¶

• reading comprehension
• word-problem solving

Claims¶

• RC text-structure intervention transfers to word-problem solving (cross-domain far transfer versus control) [+M]
• RC text-structure intervention improves reading comprehension among second graders with comorbid RC and WPS difficulty (acquisition effects) [+M]
• Text-structure knowledge in passages and word problems mediates acquisition and cross-domain transfer effects [+M]
• WPS text-structure intervention transfers to reading comprehension (cross-domain far transfer versus control) [+M]
• WPS text-structure intervention improves word-problem solving among second graders with comorbid RC and WPS difficulty (acquisition effects) [+M]

Related Strategies¶

• Schema-Based Instruction

Examples¶

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Key Sources¶

• Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Fuchs, D., Cutting, L. E., Mancilla-Martinez, J., Martin, B. L. N., & Espinas, D. (2024). Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains. Journal of Educational Psychology. https://doi.org/10.1037/edu0000911