Effects of Bar-Model Instruction on Math Word Problem Solving in Low-Performing 2nd Grade Students

Low performing second-grade students completed a pretest battery assessing calculation and mathematical word problem solving skills. Participants were then randomly assigned into three groups: (1) instruction with a bar model diagram starting with below-grade level problems, (2) instruction with a bar model diagram starting with grade-level problems, or (3) a business-as-usual control group. Following instruction, all students completed a posttest assessing word problem-solving performance.