Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities
Abstract
This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ( n = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase relevant propositions (Relevant), and paraphrase all propositions (Complete), or to an untreated control. An additional control group included children without MD ( n = 22). Mixed regression modeling showed that generative strategies significantly improved posttest scores for children with MD compared with the control condition, but outcomes were related to the type of dependent measures. The Relevant and Complete treatment conditions improved problem-solving accuracy, the Complete condition improved problem component identification, and the Restate and Relevant conditions improved operation span performance when compared with the control conditions. Only the Relevant and Complete generative learning treatments allowed children with MD to catch up to children without MD, but the results were moderated by working memory capacity.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Without language support provided by the teacher, ELLs could fall behind their peers.
“Without language support provided by the teacher, ELLs could fall behind their peers (Swanson, Moran, Bocian, Lussier, & Zheng, 2013; Yeong & Chang, 2014).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Swanson, Moran, Bocian, Lussier, & Zheng, 2013
Mathematical items can be linguistically adjusted to reduce the language load without altering the construct being assessed.
“Research has shown that mathematical items can be linguistically adjusted to reduce the language load without altering the construct being assessed (Sato, 2008; Swanson, 2015; Swanson et al., 2013).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Swanson et al., 2013
Cites
The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children
Siegel, L. S., & Ryan, E. B. (1989) · Child Development · doi:10.2307/1131037 · Cited by 842 · see citing works
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009) · Review of Educational Research · doi:10.3102/0034654309334431 · Cited by 689 · see citing works
Swanson, H. L., & Beebe-Frankenberger, M. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.471 · Cited by 638 · cited 3× · see citing works
“Because a significant predictor of problems solving accuracy is working memory (e.g., Swanson & Beebe-Frankenberger, 2004), and because children with MD experience serious working memory difficulties (e.g., Geary, 2010; Swanson, Jerman, & Zheng, 2008), such poor problem-solving skills in these…”
BackgroundMethodInfluentialSelf-citationStrategy training and working memory task performance
Turley-Ames, K. (2003) · Journal of Memory and Language · doi:10.1016/s0749-596x(03)00095-0 · Cited by 289 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54 · see citing works
Swanson, H. L. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01099 · Cited by 44 · see citing works
Self-citationBos, S. E., Powell, S. R., Maddox, S. A., & Doabler, C. T. (2023) · Journal of Learning Disabilities · doi:10.1177/00222194211065498 · Cited by 16 · see citing works
Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs
Kurz, T. L., Gómez, C., & Jimenez-Silva, M. (2017) · Journal of Urban Mathematics Education · doi:10.21423/jume-v10i1a291 · Cited by 8 · see citing works
“Research has shown that mathematical items can be linguistically adjusted to reduce the language load without altering the construct being assessed (Sato, 2008; Swanson, 2015; Swanson et al., 2013).”
Background
- Authors
- Swanson, H. L., Moran, A. S., Bocian, K., Lussier, C., & Zheng, X.
- Affiliations
- University of California, Riverside (US)
- University of California, Santa Barbara (US)
- Venue
- Learning Disability Quarterly
- Publisher
- SAGE Publications
- Published
- 2013-10-02
- Volume
- 36
- Issue
- 4
- Pages
- 203-214
- ISSN
- 0731-9487 (ISSN-L)
- 2168-376X
- OpenAlex
- W2327201652
- Cited by
- 25
- References
- 4
- Citations by year
- 2026: 1 · 2025: 3 · 2023: 1 · 2022: 3 · 2021: 2 · 2020: 2 · 2019: 3 · 2018: 1 · 2017: 2 · 2016: 3 · 2015: 4
- FWCI
- 2.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Disability Quarterly (publishedVersion)
- Funders
- U.S. Department of Education
- University of California, Riverside
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory capacity, word problem solving, math disabilities, mathematical word problems, operation span, third grade
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
