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Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students with Learning Disabilities
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Cook, Sara Cothren; Collins, Lauren W.; Morin, Lisa L.; Riccomini, Paul J. – Learning Disability Quarterly, 2020
The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K-12. Using the Council for Exceptional Children's quality indicators (QIs) and standards, we…
Descriptors: Mathematics Instruction, Teaching Methods, Schemata (Cognition), Word Problems (Mathematics)
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties
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Swanson, H. Lee; Moran, Amber; Lussier, Cathy; Fung, Wenson – Learning Disability Quarterly, 2014
The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…
Descriptors: Short Term Memory, Mathematics Instruction, Mathematics Achievement, Word Problems (Mathematics)
The Effects of Directed Study on the Spelling Performance of Two Subgroups of Learning Disabled Students.
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Foster, Kelli; Torgesen, Joseph K. – Learning Disability Quarterly, 1983
Directed study, in which all children were required to engage in the same number of repetitive spellings of word lists, had significant effects on spelling performance of learning disabled children without short-term memory deficits, but not Ss with short-term memory problems. Findings suggest that some LD children may need different kinds of…
Descriptors: Elementary Education, Learning Disabilities, Short Term Memory, Spelling Instruction
Activating the Inactive Learner: Advance Organizers in the Secondary Content Classroom.
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Lenz, B. Keith; And Others – Learning Disability Quarterly, 1987
The study examined the use of advance organizers by seven regular secondary teachers with seven learning disabled students. Advance organizers did positively affect students' retention of information, but only after students were taught to attend to and use the advance organizers. (Author/DB)
Descriptors: Advance Organizers, Instructional Effectiveness, Learning Disabilities, Learning Strategies
The Significance of Learning Modalities, Modes of Instruction, and Verbal Feedback for Learning to Recognize Written Words.
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Meyers, Marcee J. – Learning Disability Quarterly, 1980
The study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary age learning disabled students. (Author/PHR)
Descriptors: Elementary Education, Feedback, Learning Disabilities, Learning Modalities
Imagery Generation by Learning Disabled and Average-Achieving 11- to 13-Year-Olds.
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Ferro, Susan C.; Pressley, Michael G. – Learning Disability Quarterly, 1991
Fifty-five males with learning disabilities and 55 average-achieving males in grades 6-7 studied paired associates of varying difficulty levels, through image construction or pairing rehearsal. Regardless of item type or presentation rate, both groups of students benefited from imagery instructions, with great similarity in between-condition…
Descriptors: Academic Achievement, Difficulty Level, Imagery, Instructional Effectiveness