Implementing schema instruction to support young children with word problems: A systematic review [Author Accepted Manuscript]

When young children are presented with mathematics word problems, they are asked to decode words, understand text, think critically, and perform calculations. Word problems are interdisciplinary and are known to be difficult for children across all grade levels. Schema instruction, in which children learn to solve word problems according to underlying concepts, has been identified as an evidence-based practice. Still, more attention needs to be devoted to how schema instruction impacts young children. We conducted a systematic search of experimental studies that implemented schema instruction with children in kindergarten, Grade 1, or Grade 2. In May of 2023, we conducted searches of three databases. To be included, studies had to be experimental (i.e., randomized-controlled trials, quasi-experiments, or single-case design) and peer reviewed or dissertations. Moreover, studies had to measure the impact of schema instruction on the word-problem performance of children in kindergarten, Grade 1, or Grade 2. Ultimately, we identified and included 13 studies with participants in Grades 1 and 2 (n ~ 2,100). Overall, schema instruction positively impacted word-problem outcomes. Common instructional components included: (a) systematic and explicit instruction on word-problem schemas; (b) diagrams, meta-equations, and gesturing; (c) the use of a problem-solving heuristic; (d) inclusion of numberless or intact story problems and isolated practice with identifying schemas; (e) explicit instruction on mathematics and word-problem specific vocabulary; (f) incorporating concrete or virtual manipulatives and a fact fluency component; and (g) the inclusion of a self-monitoring behavior component.