The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities.
This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third- and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.
Jitendra
A K
AK
Department of Education and Human Services, College of Education, Lehigh University, Bethlehem, PA 18015-4792, USA. AKJ2@LEHIGH.EDU
Hoff
K
K
D000124:Achievement; D002648:Child; D003479:Curriculum; D004519:Education, Special; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D011340:Problem Solving