Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties. (July 2019)

• Record Type: Journal Article
• Authors: Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca
• Is Part Of: Journal of learning disabilities. Volume 52:Number 4(2019)
• Page Start: 337
• Page End: 348
• Publication Date: 2019-07
• Subjects: learning disability -- intervention -- mathematics; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219419851750
• Languages: English
• ISSNs: 0022-2194

Abstract

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students ( n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.