Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students with Mathematical Difficulties
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| Title: | Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students with Mathematical Difficulties |
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| Language: | English |
| Authors: | Xin Lin (ORCID |
| Source: | Journal of Learning Disabilities. 2026 59(3):161-171. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Fractions, Mathematics Instruction, Grade 4, Elementary School Students, Vocabulary Development, Intervention, Arithmetic, Learning Problems, Program Effectiveness |
| DOI: | 10.1177/00222194251342191 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | The purpose of this study was to assess the effects of a fraction vocabulary intervention with fraction arithmetic components on fraction vocabulary knowledge and fraction arithmetic competencies among fourth-grade Chinese students with mathematics difficulties. We randomly assigned 70 students with mathematics difficulties to three conditions: fraction vocabulary only (n = 23), fraction vocabulary with an arithmetic component (n = 23), and a business-as-usual (BaU) condition (n = 24). The students in the fraction vocabulary intervention conditions participated in 10 sessions, occurring three times per week. Students within both intervention conditions showed significantly better performance in fraction vocabulary knowledge than those in the BaU condition. However, no notable distinctions were observed between the two intervention conditions in terms of fraction arithmetic. Only students who received the fraction vocabulary intervention with an arithmetic component exhibited enhanced performance in subtraction with like denominators compared to the BaU condition. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502936 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to assess the effects of a fraction vocabulary intervention with fraction arithmetic components on fraction vocabulary knowledge and fraction arithmetic competencies among fourth-grade Chinese students with mathematics difficulties. We randomly assigned 70 students with mathematics difficulties to three conditions: fraction vocabulary only (n = 23), fraction vocabulary with an arithmetic component (n = 23), and a business-as-usual (BaU) condition (n = 24). The students in the fraction vocabulary intervention conditions participated in 10 sessions, occurring three times per week. Students within both intervention conditions showed significantly better performance in fraction vocabulary knowledge than those in the BaU condition. However, no notable distinctions were observed between the two intervention conditions in terms of fraction arithmetic. Only students who received the fraction vocabulary intervention with an arithmetic component exhibited enhanced performance in subtraction with like denominators compared to the BaU condition. |
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| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194251342191 |
