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Responsiveness to Mathematical Problem-Solving Instruction

Comparing Students at Risk of Mathematics Disability With and Without Risk of Reading Disability

Kennedy Center Program of Research on Learning Accommodations at Vanderbilt University

Douglas Fuchs

Kennedy Center Program of Research on Learning Accommodations at Vanderbilt University

Karin Prentice

Department of Special Education at Vanderbilt University

This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.

Journal of Learning Disabilities, Vol. 37, No. 4, 293-306 (2004)
DOI: 10.1177/00222194040370040201


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