Effectiveness of a Response-to-Intervention Mathematical Progress Program in Third Grade Elementary School Students

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

Aminabadi Zahra; ALIZADEH HAMID; Ahmadinghochan atigh Sohila

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: Journal of Exceptional Childre Year:2021 | Volume:21 | Issue:2 Page(s): 117-128

Download Full-Text

Persian Verion

View:

138

Download:

Cites:

Information Journal Paper

Title

Effectiveness of a Response-to-Intervention Mathematical Progress Program in Third Grade Elementary School Students

Author(s)

Aminabadi Zahra | ALIZADEH HAMID | Ahmadinghochan atigh Sohila | Issue Writer Certificate

Keywords

Response –

to-intervention

Learning disability

Math disorder

Abstract

Objective: The present mixed research was conducted with the aim of designing and compiling an educational program based on the method of response to mathematical intervention. Methods: The intervention program was first designed and then validated by experts. Then, using purposeful sampling, 20 students were selected and participated in a single AB test. Data were collected by Kay math test. Finally, the obtained results were compared with the Wechsler 4 results for diagnosis. Data were analyzed by in-class correlation and nonoverlapping data ratios. Results: A) The formal validity of the program is suitable for implementation at the significance level of 0. 005. B) The program is effective in improving math skills. C) The general pattern of program deletion is not observed in the intervention rows. D) A mathbased response-to-learning curriculum cannot detect learning disabilities. Conclusion: The designed program is effective for at least 85% of students with poor math. In addition, its ability to help improve the academic performance of the same number of students can also justify the use of this program.

Cites

An investigation of Mathematics Learning Disorder in Monolingual and Bilingual Students

References

No record.

Cite

APA: Copy

Aminabadi, Zahra, ALIZADEH, HAMID, & Ahmadinghochan atigh, Sohila. (2021). Effectiveness of a Response-to-Intervention Mathematical Progress Program in Third Grade Elementary School Students. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), 21(2 ), 117-128. SID. https://sid.ir/paper/1060089/en

Vancouver: Copy

Aminabadi Zahra, ALIZADEH HAMID, Ahmadinghochan atigh Sohila. Effectiveness of a Response-to-Intervention Mathematical Progress Program in Third Grade Elementary School Students. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN)[Internet]. 2021;21(2 ):117-128. Available from: https://sid.ir/paper/1060089/en

IEEE: Copy

Zahra Aminabadi, HAMID ALIZADEH, and Sohila Ahmadinghochan atigh, “Effectiveness of a Response-to-Intervention Mathematical Progress Program in Third Grade Elementary School Students,” JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), vol. 21, no. 2 , pp. 117–128, 2021, [Online]. Available: https://sid.ir/paper/1060089/en

Related Journal Papers

No record.

Related Seminar Papers

No record.

Related Plans

No record.

Recommended Workshops