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This summary is machine-generated.

Text-structure interventions for reading comprehension (RC) and word-problem solving (WPS) improved both skills, even when focused on a single domain. This suggests text-structure knowledge is key for children with combined RC and WPS difficulties.

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comorbid reading and mathreading comprehensionword problemsword-problem solving

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Area of Science:

  • Education
  • Cognitive Psychology
  • Developmental Psychology

Background:

  • Reading comprehension (RC) and word-problem solving (WPS) rely on text processing.
  • Prior interventions improved single domains, but cross-domain transfer effects were not well-studied.
  • Children with comorbid RC and WPS difficulties present complex learning challenges.

Purpose of the Study:

  • To evaluate the impact of single-domain text-structure interventions on both RC and WPS.
  • To investigate the transfer effects of RC intervention on WPS and vice versa.
  • To determine if text-structure knowledge mediates these effects.

Main Methods:

  • A randomized controlled trial involving second-grade children with comorbid RC and WPS difficulties.
  • Three conditions: RC text-structure intervention (RC.INT), WPS text-structure intervention (WP.INT), and a control group.
  • Multilevel models were used to analyze acquisition and cross-domain transfer effects.

Main Results:

  • Both RC.INT and WP.INT significantly improved their respective target skills (acquisition effects).
  • Significant cross-domain transfer effects were observed: RC.INT improved WPS, and WP.INT improved RC.
  • Children's text-structure knowledge mediated both acquisition and transfer effects.

Conclusions:

  • Single-domain text-structure interventions can simultaneously enhance both reading comprehension and word-problem solving skills.
  • Text-structure knowledge is a crucial factor in improving both academic areas.
  • These findings offer a promising approach for supporting children with combined RC and WPS learning difficulties.