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Peer reviewedCynthia L. Wilson; Paul T. Sindelar – Exceptional Children, 1991
This study compared the effectiveness of 3 procedures for teaching 62 elementary students with learning disabilities to identify the correct algorithm in solving addition and subtraction word problems. The group receiving strategy teaching and sequencing practice problems and the group receiving strategy teaching only scored higher than…
Descriptors: Instructional Effectiveness, Learning Disabilities, Learning Strategies, Mathematics Instruction
Peer reviewedButler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas – Learning Disabilities: Research & Practice, 2003
This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA…
Descriptors: Fractions, Instructional Effectiveness, Learning Disabilities, Manipulative Materials
