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Direct linkLein, Amy E.; Jitendra, Asha K.; Harwell, Michael R. – Journal of Educational Psychology, 2020
This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After…
Descriptors: Word Problems (Mathematics), Problem Solving, Learning Disabilities, Learning Problems
Download full textJitendra, Asha K.; Harwell, Michael R.; Im, Soo-hyun; Karl, Stacy R.; Slater, Susan C. – Grantee Submission, 2018
The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier 1 instruction. The performance of these students was compared to similar students who received business as usual Tier 1 instruction.…
Descriptors: Grade 7, Mathematics Instruction, Teaching Methods, Learning Problems
Jitendra, Asha K.; Dupuis, Danielle N.; Star, Jon R.; Rodriguez, Michael C. – Journal of Learning Disabilities, 2016
This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment…
Descriptors: Schemata (Cognition), Teaching Methods, Problem Solving, Mathematical Logic
Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C.; Zaslofsky, Anne F.; Slater, Susan; Cozine-Corroy, Kelly; Church, Chris – Elementary School Journal, 2013
This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive…
Descriptors: Mathematics Achievement, Learning Problems, Control Groups, Elementary School Students
Leh, Jayne M.; Jitendra, Asha K. – Learning Disability Quarterly, 2013
This study compared the effectiveness of computer-mediated instruction (CMI) and teacher-mediated instruction (TMI) on the word problem-solving performance of students struggling in mathematics. Both conditions integrated cognitive modeling that focused on the problem structure using visual representations with critical instructional elements…
Descriptors: Instructional Effectiveness, Mathematics Achievement, At Risk Students, Achievement Tests
Peer reviewedJitendra, Asha K.; Griffin, Cynthia; Deatline-Buchman, Andria; Dipipi-Hoy, Caroline; Sczesniak, Edward; Sokol, Natalie G.; Xin, Yan Ping – Exceptional Children, 2005
This study investigated the extent to which teaching the recommended methods for problem-solving presented in third-grade mathematics textbooks adhered to the National Council of Teachers of Mathematics Standards and instructional design criteria. Results indicated that there were more variations than similarities within and across textbooks in…
Descriptors: Textbooks, Mathematics Teachers, Learning Problems, Criteria
Xin, Yan Ping; Jitendra, Asha K.; Deatline-Buchman, Andria – Journal of Special Education, 2005
This study investigated the differential effects of two problem-solving instructional approaches--schema-based instruction (SBI) and general strategy instruction (GSI)--on the mathematical word problem-solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the…
Descriptors: Middle School Students, Learning Problems, Learning Disabilities, Mathematics Instruction
