• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms

    Chow, Jason C.
    : https://etd.library.vanderbilt.edu/etd-07112016-152921
    http://hdl.handle.net/1803/12923
    : 2016-07-18

    Abstract

    Children who exhibit language deficits and behavior problems often underachieve. However, interventions that target children with behavior problems primarily focus on changing behavior, and interventions that aim to improve achievement outcomes for school-age children with language deficits are scarce. The purposes of this dissertation were to (1) improve equal-sign understanding and problem solving in second-grade classrooms via class-wide symbolic equal-sign instruction, (2) contrast symbolic and nonsymbolic representation, and (3) test for interactions between treatment and individual differences in language, behavior, and attention. Second-grade students (n = 195) in 21 classrooms were randomly assigned to symbolic intervention, nonsymbolic intervention, or business-as-usual control. Both intervention conditions significantly outperformed control on all outcome measures, but there were no differences between conditions. Language moderated the symbolic intervention condition, but not the nonsymbolic condition. This suggests that language skill predicts response to symbolic, numerical instruction, while nonsymbolic instruction may compensate for language deficits. Neither problem behavior nor inattention moderated treatment effects.
    Show full item record

    Files in this item

    Icon
    Name:
    chow.pdf
    Size:
    1.505Mb
    Format:
    PDF
    View/Open

    This item appears in the following collection(s):

    • Electronic Theses and Dissertations

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy