The Effects of Schema-Based Instruction on the Mathematical Word-Problem-Solving Performance of Students with Learning Disabilities
- 1 July 1996
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 29 (4), 422-431
- https://doi.org/10.1177/002221949602900410
Abstract
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.Keywords
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