title: K-TEA Mathematics scores of learning disabled students in resource and inclusive settings.
abstract: The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were presented at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately compared in 2 x 2 repeated measures analyses of variance, were not significantly different; however, a significant gain was noted across settings for K-TEA Mathematics Application scores.
authors.affiliation: School of Education, University of Alabama at Birmingham 35294, USA.
authors.forename: G
authors.initials: G
authors.lastname: Brasher
authors.forename: R
authors.initials: R
authors.lastname: Goldman
authors.forename: G L
authors.initials: GL
authors.lastname: Sapp
mesh_terms: D000124:Achievement; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D008297:Male; D008433:Mathematics; D012073:Remedial Teaching; D016896:Treatment Outcome