This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem interventions, students participated in targeted addition and subtraction fact and computation practice for approximately 3 minutes of each 30-minute session across 47 intervention sessions, but also continually practiced addition and subtraction through word-problem solving. At posttest, students who participated in the intervention demonstrated improved single-digit addition and subtraction performance as well as improved double-digit addition and subtraction performance. At follow-up in Grade 4, persistence of effects was only identified for double-digit addition. Considering addition and subtraction are foundational to many other mathematics skills, addition and subtraction practice serves as an important component of mathematics intervention.

中文翻译：

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单词问题干预中的加法和减法练习对加法和减法结果的影响

本研究探讨了单词问题干预中嵌入的加法和减法练习对遇到单词问题困难的三年级学生的影响。学生（N= 448）被随机分配到单词问题干预或照常比较条件的两种变体之一。在单词问题干预中，学生参与了 47 个干预课程中每 30 分钟约 3 分钟的有针对性的加法和减法事实和计算练习，同时还通过解决单词问题不断练习加法和减法。在后测中，参与干预的学生表现出单位数加法和减法表现的提高以及两位数加法和减法表现的提高。在四年级的随访中，仅在两位数加法中确定了效果的持续性。考虑到加法和减法是许多其他数学技能的基础，