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Margaret M. Flores; Vanessa M. Hinton; Kelly B. Schweck – Remedial and Special Education, 2024
This study's purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit…
Descriptors: Grade 5, Elementary School Mathematics, Rural Schools, Numbers
Lee, Jihyun; Bryant, Diane Pedrotty; Bryant, Brian R. – Remedial and Special Education, 2023
Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a…
Descriptors: Program Effectiveness, Intervention, Fractions, Grade 5
Hrisa, Karagianni; Psillos, Dimitris – International Journal of Science Education, 2022
This paper investigates whether and how primary school students improve their epistemic understanding about a particular aspect of the nature of inquiry (NOSI), namely, the 'non-linear nature of inquiry' through an explicit-reflective or implicit instruction. The sample consisted of 30 5th grade students, who were randomly divided into two groups:…
Descriptors: Instructional Effectiveness, Active Learning, Inquiry, Elementary School Students
Lavern Gottshalk – ProQuest LLC, 2023
The problem that the researcher addressed through this study was that third- to fifth-grade teachers found it challenging to incorporate explicit comprehension strategies to reading in an elementary school in southeastern Virginia. The purpose of the study was to examine third- to fifth-grade teachers' perceptions of and experiences when…
Descriptors: Grade 3, Grade 4, Grade 5, Elementary School Teachers
Satsangi, Rajiv; Raines, Alexandra R. – Journal of Learning Disabilities, 2023
As digital technology use increases in K-12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body…
Descriptors: Educational Technology, Manipulative Materials, Computation, Fractions
Jiyeon Park; Diane P. Bryant; Mikyung Shin – Journal of Special Education Technology, 2024
This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three…
Descriptors: Program Effectiveness, Intervention, Educational Technology, Manipulative Materials
Murwaningsih, Tri; Fauziah, Muna – International Journal of Instruction, 2022
This study aims to determine the effectiveness of using the TASC, CPS, and DI models on divergent thinking skill in thematic learning for fifth-grade public elementary schools in Laweyan District, Surakarta. This research is mixed-method research. The fifth-grade students at a public elementary school in Laweyan District, Surakarta, Indonesia, are…
Descriptors: Creative Thinking, Thinking Skills, Elementary School Students, Foreign Countries
Prain, Vaughan; Xu, Lihua; Speldewinde, Christopher – Research in Science Education, 2023
There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions; gather and analyse data; and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley &…
Descriptors: Science Instruction, Mathematics Instruction, Teaching Methods, Inquiry
Jayanthi, Madhavi; Gersten, Russell; Schumacher, Robin F.; Dimino, Joseph; Smolkowski, Keith; Spallone, Samantha – Exceptional Children, 2021
Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and…
Descriptors: Grade 5, Elementary School Students, Fractions, Mathematical Concepts
Tonia Bauer – ProQuest LLC, 2022
Reading comprehension seems to be a significant challenge for rising fifth graders with limited vocabulary knowledge. A possible solution is to provide them with explicit vocabulary instruction which may positively impact their reading comprehension. This action research aimed to evaluate the effect of implementing explicit vocabulary instruction…
Descriptors: Direct Instruction, Vocabulary Development, Reading Instruction, Reading Comprehension
David Grissmer; Mark Berends; Daniel T. Willingham; Chelsea A. K. Duran; William M. Murrah; Tanya Evans; Chris S. Hulleman; Jamie Decoster; Thomas G. White; Richard Buddin – Education Next, 2024
Educators and researchers have been fighting the reading wars for the last century, with battles see-sawing literacy instruction in American schools from phonics to whole language and, most recently, back to phonics again. Over the last decade, 32 states and the District of Columbia have adopted new "science of reading" laws that require…
Descriptors: Reading Programs, Direct Instruction, Phonics, Reading Comprehension
Fauziah, Muna; Marmoah, Sri; Murwaningsih, Tri; Saddhono, Kundharu – European Journal of Educational Research, 2020
This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students'…
Descriptors: Creative Thinking, Thinking Skills, Problem Solving, Elementary School Students
Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Preventing School Failure, 2022
Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020--extending into 2021--found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit…
Descriptors: Teaching Methods, Direct Instruction, Mathematics Instruction, Intervention
Kennedy, Michael J.; Romig, John Elwood; VanUitert, Victoria J.; Rodgers, Wendy J. – Journal of Special Education Technology, 2020
There are multiple pathways for students with and without disabilities to learn new vocabulary terms. However, the number of empirically tested and validated multimedia options is surprisingly limited. In this study, researchers tested a commercially available app (InferCabulary) to evaluate the impact on vocabulary performance of fifth-grade…
Descriptors: Courseware, Vocabulary Development, Grade 5, Elementary School Students
May, Pamela L. – International Journal of Instruction, 2020
This researcher has been greatly distressed, as fifth graders year after year have disregarded mental math strategies for the standard algorithm. Mathematically proficient students should be flexible, efficient and accurate when solving mental calculations. This researcher set out to find out how fifth graders' mental math practice improved their…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 5, Numeracy