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Description: The purpose of this efficacy study is to assess whether equation-solving instruction, conducted within the context of word-problem tutoring, leads to improved word-problem solving outcomes. Word-problem proficiency is necessary to demonstrate successful mathematics performance.
Educational Environment: Elementary School
Developmental Design: Randomized Control Trial
Part of Project: Developing connections between word problems and mathematical equations to promote word-problem performance among students with mathematics difficulty
Description: The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD;n304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention.
Constructs: Math Achievement, Word Problems, Mathematics Difficulty
Data Collection Location(s): In person: in schools
Variable Types: Individual level demographic info, Sum/mean/composite scores
Part of Project: Project KIDS
Description: These data are for each item on all achievement and behavioral assessments completed during the original intervention projects. The dataset is wide, with separate variable names for each wave of assessment. All participants (n= 4,038) are included. These data can be linked to the "total level" data using the PK_ID variable.
Constructs: Academic Knowledge [AK], Attention-deficit/hyperactivity disorder [ADHD], Cognitive Development, Comprehension, Early Reading, Language Development, Phonemic Awareness, Phonological Awareness, Vocabulary
Assessment(s) Used: Test of Language Development-Primary: Fourth Edition, Test of Preschool Early Literacy [TOPEL], Test of Silent Reading Efficiency and Comprehension [TOSREC], Woodcock-Johnson III Tests of Achievement [WJ3]
Variable Types: Item level data
Part of Project: Project KIDS
Description: This data set includes all total scores, demographics, home literacy environment, etc. for Project KIDS. Data are in wide format, with separate variables for each wave of assessments. All 4038 participants are represented in the data.
Constructs: Attention-Deficit/Hyperactivity Disorder (ADHD), Beginning Reading, Cognitive Development, Emotional Behavior Disorder [EBD], Home Literacy Environment, Intelligence, Language Development, Phonemic Awareness, Phonological Awareness
Assessment(s) Used: Conners' Teacher Rating Scale (CTRS), Kaufman Brief Intelligence Test [KBIT], Social Skills Rating System (SSRS), Test of Language Development-Primary: Fourth Edition, Test of Preschool Early Literacy [TOPEL], Test of Silent Reading Efficiency and Comprehension [TOSREC], The Strengths and Weaknesses of ADHD symptoms and Normal behavior scale (SWAN), Woodcock-Johnson III Tests of Achievement [WJ3], Comprehensive Test of Phonological Processing-First Edition [CTOPP]
Data Collection Location(s): In person: in schools
