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| Learning Disability Quarterly | 2 |
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| Journal Articles | 2 |
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| Reports - Research | 1 |
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Peer reviewedRivera, Diane M.; Smith, Deborah D. – Learning Disability Quarterly, 1987
The use of demonstration plus permanent model (DPM) as a teaching strategy was evaluated with 19 learning disabled students (ages 9-14) in the area of computational skills. Results indicated that DPM effectively helped students acquire computational skills across instructional sequences for addition, subtraction, and multiplication. (Author/DB)
Descriptors: Arithmetic, Computation, Demonstrations (Educational), Elementary Secondary Education
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
