{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,27]],"date-time":"2026-10-27T20:46:22Z","timestamp":1793133982852,"version":"4.5.0"},"reference-count":34,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2025,5,26]],"date-time":"2025-05-26T00:00:00Z","timestamp":1748217600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2026,5]]},"abstract":"<jats:p>\n                    The purpose of this study was to assess the effects of a fraction vocabulary intervention with fraction arithmetic components on fraction vocabulary knowledge and fraction arithmetic competencies among fourth-grade Chinese students with mathematics difficulties. We randomly assigned 70 students with mathematics difficulties to three conditions: fraction vocabulary only (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 23), fraction vocabulary with an arithmetic component (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 23), and a business-as-usual (BaU) condition (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 24). The students in the fraction vocabulary intervention conditions participated in 10 sessions, occurring three times per week. Students within both intervention conditions showed significantly better performance in fraction vocabulary knowledge than those in the BaU condition. However, no notable distinctions were observed between the two intervention conditions in terms of fraction arithmetic. Only students who received the fraction vocabulary intervention with an arithmetic component exhibited enhanced performance in subtraction with like denominators compared to the BaU condition.\n                  <\/jats:p>","DOI":"10.1177\/00222194251342191","type":"journal-article","created":{"date-parts":[[2025,5,26]],"date-time":"2025-05-26T06:40:08Z","timestamp":1748241608000},"page":"161-171","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":7,"title":["Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties"],"prefix":"10.1177","volume":"59","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8077-5134","authenticated-orcid":false,"given":"Xin","family":"Lin","sequence":"first","affiliation":[{"name":"University of Macau, Taipa, Macau"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Juehang","family":"Zhang","sequence":"additional","affiliation":[{"name":"University of Gothenburg, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-9332-1023","authenticated-orcid":false,"given":"Haorui","family":"Cui","sequence":"additional","affiliation":[{"name":"University of Macau, Taipa, Macau"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiuwen","family":"Song","sequence":"additional","affiliation":[{"name":"University of Macau, Taipa, Macau"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaonan","family":"Han","sequence":"additional","affiliation":[{"name":"University of Macau, Taipa, Macau"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2025,5,26]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"crossref","unstructured":"Barbieri C. A. Rodrigues J. Dyson N. Jordan N. C. (2020). Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. Journal of Educational Psychology 112(3) 628\u2013648. https:\/\/doi.org\/10.1037\/edu0000384","DOI":"10.1037\/edu0000384"},{"key":"e_1_3_3_3_1","doi-asserted-by":"crossref","unstructured":"Barrett C. A. VanDerHeyden A. M. (2020). A cost-effectiveness analysis of classwide math intervention. Journal of School Psychology 80 54\u201365. https:\/\/doi.org\/10.1016\/j.jsp.2020.04.002","DOI":"10.1016\/j.jsp.2020.04.002"},{"key":"e_1_3_3_4_1","doi-asserted-by":"crossref","unstructured":"Booth J. L. Newton K. J. (2012). Fractions: Could they really be the gatekeeper\u2019s doorman? Contemporary Educational Psychology 37(4) 247\u2013253. https:\/\/doi.org\/10.1016\/j.cedpsych.2012.07.001","DOI":"10.1016\/j.cedpsych.2012.07.001"},{"key":"e_1_3_3_5_1","doi-asserted-by":"crossref","unstructured":"Byrnes J. P. Wasik B. A. (1991). Role of conceptual knowledge in mathematical procedural learning. Developmental Psychology 27(5) 777\u2013786. https:\/\/doi.org\/10.1037\/0012-1649.27.5.777","DOI":"10.1037\/\/0012-1649.27.5.777"},{"key":"e_1_3_3_6_1","doi-asserted-by":"crossref","unstructured":"Cai J. Nie B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM Mathematics Education 39(5\u20136) 459\u2013473. https:\/\/doi.org\/10.1007\/s11858-007-0042-3","DOI":"10.1007\/s11858-007-0042-3"},{"key":"e_1_3_3_7_1","doi-asserted-by":"crossref","unstructured":"Cui H. R. Lin X. Powell S. R. Zhang J. H. (2025). Compare fraction vocabulary proficiency between students in the United States and China [Unpublished manuscript].","DOI":"10.1111\/ssm.18397"},{"key":"e_1_3_3_8_1","doi-asserted-by":"crossref","unstructured":"Forsyth S. R. Powell S. R. (2017). Differences in the mathematics-vocabulary knowledge of fifth-grade students with and without learning difficulties. Learning Disabilities Research & Practice 32(4) 231\u2013245. https:\/\/doi.org\/10.1111\/ldrp.12144","DOI":"10.1111\/ldrp.12144"},{"key":"e_1_3_3_9_1","unstructured":"Fuchs L. S. Schumacher R. Malone A. Fuchs D. (2015). Fractions face-off! Vanderbilt University. https:\/\/frg.vkcsites.org\/wp-content\/uploads\/2018\/02\/Fraction-Face-Off-Excerpt-for-Website.pdf"},{"key":"e_1_3_3_10_1","doi-asserted-by":"publisher","DOI":"10.4324\/9780203850381"},{"key":"e_1_3_3_11_1","doi-asserted-by":"crossref","unstructured":"Lantz B. (2013). The impact of sample non-normality on ANOVA and alternative methods. British Journal of Mathematical and Statistical Psychology 66(2) 224\u2013244. https:\/\/doi.org\/10.1111\/j.2044-8317.2012.02047.x","DOI":"10.1111\/j.2044-8317.2012.02047.x"},{"key":"e_1_3_3_12_1","doi-asserted-by":"crossref","unstructured":"Lariviere D. O. Arsenault T. L. Payne S. B. (2024). A literature review: Mathematics vocabulary intervention for students with mathematics difficulty. School Science and Mathematics 125 6\u201317. https:\/\/doi.org\/10.1111\/ssm.12684","DOI":"10.1111\/ssm.12684"},{"key":"e_1_3_3_13_1","doi-asserted-by":"crossref","unstructured":"Lin X. (2021). Investigating the unique predictors of word-problem solving using meta-analytic structural equation modelling. Educational Psychology Review 33(3) 1097\u20131124. https:\/\/doi.org\/10.1007\/s10648-020-09554-w","DOI":"10.1007\/s10648-020-09554-w"},{"key":"e_1_3_3_14_1","doi-asserted-by":"crossref","unstructured":"Lin X. Peng P. Zeng J. G. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal 121(3) 504\u2013540. https:\/\/doi.org\/10.1086\/712504","DOI":"10.1086\/712504"},{"key":"e_1_3_3_15_1","doi-asserted-by":"crossref","unstructured":"Lin X. Powell S. R. (2023). Initial efficacy of a fraction-vocabulary intervention for students experiencing mathematics difficulty in grade 4. Learning Disabilities Research & Practice 38(4) 253\u2013262. https:\/\/doi.org\/10.1111\/ldrp.12321","DOI":"10.1111\/ldrp.12321"},{"key":"e_1_3_3_16_1","doi-asserted-by":"crossref","unstructured":"Lin X. Powell S. R. (2024). Development of a fraction vocabulary measure. Assessment for Effective Intervention 49(3) 138\u2013147. https:\/\/doi.org\/10.1177\/15345084231202407","DOI":"10.1177\/15345084231202407"},{"key":"e_1_3_3_17_1","doi-asserted-by":"crossref","unstructured":"McNamara T. P. (1994). Knowledge representation. In Sternberg R. J. (Ed.) Handbook of perception and cognition: Thinking and problem solving (Vol. 2 pp. 81\u2013117). Academic Press. https:\/\/doi.org\/10.1016\/B978-0-08-057299-4.50009-8","DOI":"10.1016\/B978-0-08-057299-4.50009-8"},{"key":"e_1_3_3_18_1","volume-title":"\u4e49\u52a1\u6559\u80b2\u6570\u5b66\u8bfe\u7a0b\u6807\u51c6(2022\u7248)","author":"Ministry of Education of China","year":"2022","unstructured":"Ministry of Education of China. (2022). \u4e49\u52a1\u6559\u80b2\u6570\u5b66\u8bfe\u7a0b\u6807\u51c6(2022\u7248) [Mathematics curriculum standard for compulsory education (2022 version)]. Beijing Normal University Press."},{"key":"e_1_3_3_19_1","doi-asserted-by":"crossref","unstructured":"Namkung J. M. Fuchs L. S. Kozilo N. (2018). Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill? Learning and Individual Differences 61(1) 151\u2013157. https:\/\/doi.org\/10.1016\/j.lindif.2017.11.018","DOI":"10.1016\/j.lindif.2017.11.018"},{"key":"e_1_3_3_20_1","unstructured":"National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts. https:\/\/www.thecorestandards.org\/ELA-Literacy\/"},{"key":"e_1_3_3_21_1","unstructured":"National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education. https:\/\/files.eric.ed.gov\/fulltext\/ED500486.pdf"},{"key":"e_1_3_3_22_1","doi-asserted-by":"crossref","unstructured":"Nelson G. Powell S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities 51(6) 523\u2013539. https:\/\/doi.org\/10.1177\/0022219417714773","DOI":"10.1177\/0022219417714773"},{"key":"e_1_3_3_23_1","doi-asserted-by":"crossref","unstructured":"Peng P. Lin X. (2019). The relation between mathematics vocabulary and mathematics performance among fourth graders. Learning and Individual Differences 69(2) 11\u201321. https:\/\/doi.org\/10.1016\/j.lindif.2018.11.006","DOI":"10.1016\/j.lindif.2018.11.006"},{"key":"e_1_3_3_24_1","doi-asserted-by":"crossref","unstructured":"Peng P. Wang C. Namkung J. (2018). Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Review of Educational Research 88(3) 434\u2013476. https:\/\/doi.org\/10.3102\/0034654317753350","DOI":"10.3102\/0034654317753350"},{"key":"e_1_3_3_25_1","doi-asserted-by":"crossref","unstructured":"Powell S. R. Nelson G. (2017). An investigation of the mathematics\u2013vocabulary knowledge of first\u2013grade students. The Elementary School Journal 117(4) 664\u2013686. https:\/\/doi.org\/10.1086\/691604","DOI":"10.1086\/691604"},{"key":"e_1_3_3_26_1","doi-asserted-by":"crossref","unstructured":"Purpura D. J. Napoli A. R. Wehrspann E. A. Gold Z. S. (2017). Causal connections between mathematics language and mathematics knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness 10(1) 116\u2013137. https:\/\/doi.org\/10.1080\/19345747.2016.1204639","DOI":"10.1080\/19345747.2016.1204639"},{"key":"e_1_3_3_27_1","doi-asserted-by":"crossref","unstructured":"Purpura D. J. Schmitt S. A. Napoli A. R. Dobbs\u2013Oates J. King Y. A. Hornburg C. B. Westerberg L. Borriello G. A. Bryant L. M. Anaya L. Y. Kung M. Litkowski E. Lin J. Rolan E. (2021). Engaging caregivers and children in picture books: A family\u2013implemented mathematical language intervention. Journal of Educational Psychology 113(7) 1338\u20131353. https:\/\/doi.org\/10.1037\/edu0000662","DOI":"10.1037\/edu0000662"},{"key":"e_1_3_3_28_1","doi-asserted-by":"crossref","unstructured":"Rittle-Johnson B. Schneider M. (2014). Developing conceptual and procedural knowledge in mathematics. In Cohen Kadosh R. Dowker A. (Eds.) Oxford handbook of numerical cognition (pp. 1102\u20131118). Oxford University Press. https:\/\/doi.org\/10.1093\/oxfordhb\/9780199642342.013.014]","DOI":"10.1093\/oxfordhb\/9780199642342.013.014"},{"key":"e_1_3_3_29_1","doi-asserted-by":"crossref","unstructured":"Schumacher R. F. Jayanthi M. Gersten R. Dimino J. Spallone S. Haymond K. S. (2018). Using the number line to promote understanding of fractions for struggling fifth graders: A formative pilot study. Learning Disabilities Research and Practice 33(4) 192\u2013206. https:\/\/doi.org\/10.1111\/ldrp.12169","DOI":"10.1111\/ldrp.12169"},{"key":"e_1_3_3_30_1","doi-asserted-by":"crossref","unstructured":"Siegler R. S. Fazio L. K. Bailey D. H. Zhou X. (2013). Fractions: The new Frontier for theories of numerical development. Trends in Cognitive Sciences 17(1) 13\u201319. https:\/\/doi.org\/10.1016\/j.tics.2012.11.004","DOI":"10.1016\/j.tics.2012.11.004"},{"key":"e_1_3_3_31_1","doi-asserted-by":"crossref","unstructured":"Stevens E. A. Leroux A. J. Mowbray M. H. Lee G. S. (2023). Evaluating the effects of adding explicit vocabulary instruction to a word-problem schema intervention. Exceptional Children 89(3) 275\u2013293. https:\/\/doi.org\/10.1177\/00144029221112290","DOI":"10.1177\/00144029221112290"},{"key":"e_1_3_3_32_1","doi-asserted-by":"crossref","unstructured":"Tenison C. Anderson J. R. (2016). Modeling the distinct phases of skill acquisition. Journal of Experimental Psychology: Learning Memory and Cognition 42(5) 749\u2013767. https:\/\/doi.org\/10.1037\/xlm0000204","DOI":"10.1037\/xlm0000204"},{"key":"e_1_3_3_33_1","volume-title":"Wide Range Achievement Test","author":"Wilkinson G. S.","year":"2006","unstructured":"Wilkinson G. S., Robertson G. J. (2006). Wide Range Achievement Test (4th ed.). Psychological Assessment Resources.","edition":"4"},{"key":"e_1_3_3_34_1","doi-asserted-by":"crossref","unstructured":"Zhang D. Siegler R. S. (2022). Curriculum standards and textbook coverage of fractions in high-achieving East-Asian countries and the United States. Current Opinion in Behavioral Sciences 47(6) 1\u20137. https:\/\/doi.org\/10.1016\/j.cobeha.2022.101184","DOI":"10.1016\/j.cobeha.2022.101184"},{"key":"e_1_3_3_35_1","first-page":"57","article-title":"\u201c\u4ece\u2018\u7b49\u5f85\u5931\u8d25\u2019 \u5230\u2018\u5e72\u9884\u53cd\u5e94\u2018\uff1a\u6570\u5b66\u5b66\u4e60\u969c\u788d\u8bc4\u4f30\u5e72\u9884\u4f53\u7cfb\u65b0\u8303\u5f0f\u201d","volume":"9","author":"Zhu N.","year":"2019","unstructured":"Zhu N., Wang Y. (2019). \u201c\u4ece\u2018\u7b49\u5f85\u5931\u8d25\u2019 \u5230\u2018\u5e72\u9884\u53cd\u5e94\u2018\uff1a\u6570\u5b66\u5b66\u4e60\u969c\u788d\u8bc4\u4f30\u5e72\u9884\u4f53\u7cfb\u65b0\u8303\u5f0f\u201d [From \u201cwait to fail\u201d to \u201cresponse to intervention\u201d: A new paradigm for assessment and intervention systems in mathematics learning disabilities]. Chinese Journal of Special Education, 9, 57\u201363.","journal-title":"Chinese Journal of Special Education"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194251342191","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00222194251342191","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194251342191","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:41:25Z","timestamp":1777617685000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00222194251342191"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,5,26]]},"references-count":34,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2026,5]]}},"alternative-id":["10.1177\/00222194251342191"],"URL":"https:\/\/doi.org\/10.1177\/00222194251342191","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,5,26]]}}}