JOURNAL ARTICLE

The Impact of Intervention on the Learning and Retention of Specific Word-Problem Characteristics of Students With Word-Problem Difficulties.

  • Published In: Learning Disabilities Research & Practice (Sage Publications Inc.), 2025, v. 40, n. 2. P. 86 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Lin, Xin; Powell, Sarah R. 3 of 3

Abstract

This study investigated how specific characteristics of mathematical word problems affect the learning and retention of problem-solving skills among fourth-grade students with word-problem difficulties (WPD) who received a targeted intervention. Results indicated that the intervention improved students' ability to learn and retain word problems involving tables, while two-step and multi-schema problems remained particularly challenging and were less likely to be mastered or retained. The intervention did not significantly enhance learning or retention of problems with specific schemas (e.g., total) or those containing irrelevant information. These findings suggest that certain problem features, such as the presence of tables, can become easier to manage through intervention, whereas others, like multistep complexity, require more focused instructional time and practice to support long-term mastery.

Additional Information

  • Source:Learning Disabilities Research & Practice (Sage Publications Inc.). 2025/05, Vol. 40, Issue 2, p86
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:0938-8982
  • DOI:10.1177/09388982241309121
  • Accession Number:184489647
  • Copyright Statement:Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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