Abstract For students’ success in treating word problems, language obstacles have been identified. Interventions are required for students to overcome them, likewise professional development and curriculum support for teachers. But how much support do teachers need? In a controlled trial evaluation study, two interventions for n = 275 fifth graders are compared: The language-responsive intervention (LRI) uses the variation principle and strategic scaffolding fostering comprehension strategies and language awareness. The information-problems-only intervention (IPI) uses the same set of word problems, but teachers were only informed about typical obstacles. For the evaluation study, the ANOVA shows that in both interventions, students have significantly more learning gains than in the no-treatment group, and substantially more in the LRI than in IPI. Students with different language backgrounds profit comparably from LRI, but in different subscales. In conclusion, identifying obstacles is not enough for implementing effective teaching, it should be enhanced by curriculum support.

中文翻译：

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识别障碍对每个人来说都不够——促进五年级学生对单词问题理解的干预措施的不同功效

摘要 为了学生成功解决单词问题，语言障碍已经确定。学生需要干预来克服它们，同样需要教师的专业发展和课程支持。但教师需要多少支持？在一项对照试验评估研究中，对 n = 275 名五年级学生的两种干预措施进行了比较： 语言反应干预 (LRI) 使用变异原则和战略支架来培养理解策略和语言意识。仅信息问题干预 (IPI) 使用相同的一组单词问题，但教师只被告知典型的障碍。对于评估研究，方差分析表明，在这两种干预措施中，学生的学习成果明显多于未治疗组，而 LRI 的学习成果明显多于 IPI。具有不同语言背景的学生从 LRI 中获益相当，但在不同的子量表中。总之，识别障碍不足以实施有效的教学，还应通过课程支持加以加强。