Supplemental Material for Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention With Embedded Language Comprehension Instruction

2020 ◽  
Keyword(s):  
Achievement Gap ◽  
Word Problem ◽  
Language Comprehension ◽  
First Grade ◽  
Comprehension Instruction

scholarly journals Improving Language Comprehension to Enhance Word-Problem Solving

2019 ◽  
Vol 36 (2) ◽  
pp. 142-156
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Pamela M. Seethaler ◽  
Caitlin Craddock
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Language Comprehension ◽  
Word Problem Solving

Achievement Gap in Reading Is Present as Early as First Grade and Persists through Adolescence

2015 ◽  
Vol 167 (5) ◽  
pp. 1121-1125.e2 ◽  
Author(s):  
Emilio Ferrer ◽  
Bennett A. Shaywitz ◽  
John M. Holahan ◽  
Karen E. Marchione ◽  
Reissa Michaels ◽  
...  
Keyword(s):  
Achievement Gap ◽  
First Grade

scholarly journals Influences of executive function, language comprehension, and fluency on young children’s reading comprehension

2019 ◽  
Vol 18 (1) ◽  
pp. 44-57
Author(s):  
Isabelle Chang
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Executive Function ◽  
Reading Instruction ◽  
Cognitive Flexibility ◽  
Language Comprehension ◽  
Reading Skills ◽  
First Grade ◽  
Function Language ◽  
Kindergarten Class

The purpose of this study was to examine the extent to which children’s executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children’s executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children’s first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children’s executive function and reading skills are discussed.

scholarly journals The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status

2019 ◽  
Vol 42 (4) ◽  
pp. 244-251
Author(s):  
BrittanyLee N. Martin ◽  
Lynn S. Fuchs
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Word Problem ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
First Grade ◽  
Risk Status ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Main Effect

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem-solving performance. Among 260 first-grade students, classified as at-risk (AR) or not-at-risk (NAR) for math disability, we compared the performance of LEP students with native-English-speaking peers. A series of two-way ANOVAs were conducted on computation and word-problem-solving skills at two time points, fall and spring of first grade. On fall computation measures, there was no main effect for LEP status and no interaction between LEP and risk status. On spring computation, a main effect for LEP status had emerged, but again no interaction. By contrast, on fall word-problem solving, there was an interaction between LEP and risk status; however, this interaction was no longer significant by spring. Results suggest that language proficiency is an important factor in the development of computation and word-problem-solving skill. Implications for future research are discussed.

scholarly journals Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention

2017 ◽  
Vol 83 (4) ◽  
pp. 359-377 ◽  
Author(s):  
Sarah R. Powell ◽  
Paul T. Cirino ◽  
Amelia S. Malone
Keyword(s):  
Working Memory ◽  
Word Problem ◽  
Language Comprehension ◽  
Second Grade ◽  
Control Group ◽  
Mathematics Intervention ◽  
Path Analyses ◽  
Control Intervention ◽  
Attentive Behavior ◽  
Business As Usual

We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We randomly assigned classrooms to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

scholarly journals Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

2020 ◽  
Vol 53 (5) ◽  
pp. 380-398
Author(s):  
Eunsoo Cho ◽  
Lynn S. Fuchs ◽  
Pamela M. Seethaler ◽  
Douglas Fuchs ◽  
Donald L. Compton
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Predictive Validity ◽  
English Learners ◽  
First Grade ◽  
Word Problem Solving ◽  
Language Dominance ◽  
Spanish Speaking ◽  
The Impact ◽  
Mathematics Disabilities

We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year’s end, they were assessed on calculation and word-problem solving outcomes in English. Results from multigroup path models indicated that Spanish-DA mitigates the impact of ELs’ language dominance on DA performance. Moreover, ELs’ language dominance moderated DA’s predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs’ language dominance.

scholarly journals Teaching the "Bad Boy" to Write

2009 ◽  
Vol 3 (1) ◽  
pp. 89-104 ◽  
Author(s):  
Gary McPhail
Keyword(s):  
Achievement Gap ◽  
Teacher Research ◽  
Research Study ◽  
First Grade ◽  
Writing Curriculum

In an attempt to address the gendered achievement gap in writing that exists both nationally and internationally, Gary McPhail conducted a year-long teacher research study focused on the gendered literacy interests of his first grade students and how they responded to a writing curriculum he created that included genres intended to be of interest to both boys and girls. This paper focuses on the experiences of one self-declared "bad boy" in Gary’s class.

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