Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities
ConditionMath Learning Disability
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age6-8
SponsorVanderbilt University
About this trial
The goal of this clinical trial is to test the effects of an innovative intervention designed to improve math skills in first graders at risk for math disabilities. The main questions the trial aims to answer are:
* Does combining a math word problem solving intervention with a working memory intervention improve math to a greater extent than the same math intervention without cognitive training? * Do the findings provide evidence for bidirectional effects on development? In other words, does working memory support math learning and does math learning support working memory development?
Screening for eligibility will take place in two testing sessions. Students who meet the eligibility criteria will be randomly assigned to one of three groups:
1. One treatment group will receive a validated treatment for math word problem solving plus computerized working memory training. 2. Another treatment group will receive the same validated math treatment plus computerized reading instruction. 3. A control group will receive the conventional school math program, including any additional school-provided intervention.
Participants in both treatment groups will receive 35 minutes of tutoring three times per week for 15 weeks.
Children who are selected to participate in the study will be tested once before this project's intervention begins; twice after intervention starts; twice after intervention ends; and once near the end of second grade to see how long effects last.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
Attends a participating school in the Metropolitan-Nashville Public Schools
Is a member of a first-grade classroom whose teacher has agreed to let his/her students participate
Has the available school schedule to participate
Scores below the 30th percentile on the study's screening math test
Disqualifiers
None
Trial design
Design model
Parallel
Treatments tested in this trial
Coordinated Treatment
BehavioralCoordinated Treatment provides 15 weeks (3 35-minute sessions per week) of intervention. Each session comprises 2 components delivered contiguously by the same tutor: 15 min of working memory training, immediately followed by 20 min of math (arithmetic \& word-problem solving)intervention. Explicit transfer instruction is woven into both components.
Math Treatment
BehavioralMath Treatment provides 15 weeks (three 35-minute sessions per week) of intervention. Each session comprises 2 components delivered contiguously by the same tutor: 15 min of computerized reading instruction, immediately followed by 20 min of math (arithmetic \& word-problem solving) intervention.
Treatment groups
300 Participants
are divided into 3 treatment groupsGroup A: Coordinated TreatmentExperimental treatment 1 intervention
Group B: Math TreatmentActive comparator 1 intervention
Group C: ControlNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Arithmetic Combinations (Fuchs et al., 2003)
Children have 1 minute to write answers to 25 addition items (sums 5-12); 1 minute same for subtraction items (minuends 5-12); same 1 minute for 25 addition items (sums 5-18); same and 1 minute for 25 subtraction items (minuends 5-18).
Time frame
Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts, 20 weeks after treatment starts, 1 year + 20 weeks after treatment starts2
Pennies Story Problems (Jordan & Hanich, 2000) (Jordan & Hanich, 2000)
The test comprises 14 combine, compare and change word problems, each involving penny scenarios and requiring sums and minuends to 12. Items are scored for correct math.
Time frame
Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts3
Word Problem Test (Fuchs et al., 2021)
The test comprises 12 combine, compare and change word problems, some with irrelevant information and/or transfer features (e.g., relevant numbers in graphs and tables, implicit change verbs (e.g. Lost). Items are scored for correct arithmetic and correct label to reflect understanding of both the word problem narrative (i.e,, that the child includes the label "trucks" in their answer if the story had to do with transforming quantitative information having to do with the number of trucks), and the mathematics required to accurately solve the problem.
Time frame
Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts, 20 weeks after treatment starts, 1 year + 20 weeks after treatment starts4
Working Memory Assessment-Odd-One Out (Alloway, 2012)
Children see 3 shapes, each in a box shown in a row, and identify the odd-one-out; after making odd-one-out determinations for a series of rows, they recall the location of each odd-one-out shape in order by tapping boxes.
Time frame
Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts, 20 weeks after treatment starts, 1 year + 20 weeks after treatment startsSponsors and contacts
Click on the lead sponsor to view all of their trials.
Vanderbilt University
Lead sponsor
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Collaborator
Source ClinicalTrials.gov