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Direct linkWitzel, Bradley; Myers, Jonté A.; Xin, Yan Ping – Intervention in School and Clinic, 2022
State exams frequently use word problems to measure mathematics performance, making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data for students with LD, five empirically validated word-problem strategies are presented, with components of model-based…
Descriptors: Mathematics Instruction, Word Problems (Mathematics), Students with Disabilities, Learning Disabilities
Download full textYan Ping Xin; Soo Jung Kim; Jingyuan Zhang; Qingli Lei; Büsra Yilmaz Yenioglu; Samed Yenioglu; Signe Kastberg; Bingyu Liu; Xiaojun Ma – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems. Given that current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, the purpose of this study was to evaluate the impact of a model-based…
Descriptors: Learning Disabilities, Mathematics Instruction, At Risk Students, Problem Solving
Dennis, Minyi Shih; Knight, Jacqueline; Jerman, Olga – Preventing School Failure, 2016
This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The…
Descriptors: High School Students, Learning Disabilities, Word Problems (Mathematics), Models
Sharp, Emily; Shih Dennis, Minyi – Remedial and Special Education, 2017
This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…
Descriptors: Grade 4, Mathematics Instruction, Elementary School Mathematics, Word Problems (Mathematics)
Agostino, Alba; Johnson, Janice; Pascual-Leone, Juan – Journal of Experimental Child Psychology, 2010
We investigated the extent to which inhibition, updating, shifting, and mental-attentional capacity ("M"-capacity) contribute to children's ability to solve multiplication word problems. A total of 155 children in Grades 3-6 (8- to 13-year-olds) completed a set of multiplication word problems at two levels of difficulty: one-step and multiple-step…
Descriptors: Reading Comprehension, Reading Tests, Age, Structural Equation Models
Peer reviewedGoldman, Susan R. – Learning Disability Quarterly, 1989
Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…
Descriptors: Arithmetic, Classroom Techniques, Computation, Learning Disabilities
Nelson, Nickola Wolf – Topics in Language Disorders, 2005
In two original articles from the inaugural issue of "Topics in Language Disorders", Berlin, Blank, and Rose proposed a model of dialogue complexity on the basis of a continuum of abstractness defined as perceptual-language distance; Carlson, Gruenewald, and Nyberg proposed a triadic model of academic concepts, student language, and…
Descriptors: Written Language, Language Processing, Intervention, Learning Disabilities
