Using a Demonstration Strategy to Teach Midschool Students with Learning Disabilities How to Compute Long Division
- 1 February 1988
- journal article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 21 (2), 77-81
- https://doi.org/10.1177/002221948802100203
Abstract
The influence of a modeling technique on the acquisition of long division by eight students with learning disabilities was studied. The instructional intervention, which included demonstration, imitation, and key guide words, was found to be effective. Initial assessment scores of division problems were 0%. With the application of the intervention, students mastered (2 out of 3 days at 100) each long division skill in minimal time (ranging from 2 to 9 days).Keywords
This publication has 10 references indexed in Scilit:
- Influence of Modeling on Acquisition and Generalization of Computational Skills: A Summary of Research Findings from Three SitesLearning Disability Quarterly, 1987
- Learning Disabilities in Mathematics — Skill Deficits and Remedial Approaches at the Intermediate and Secondary LevelLearning Disability Quarterly, 1982
- Organizational Strategies and Practice Procedures for Teaching Basic FactsJournal for Research in Mathematics Education, 1981
- The Generality and Durability of Cognitive Training EffectsExceptional Education Quarterly, 1980
- Academic Instruction and Cognitive Behavior Modification: The Need for Attack Strategy TrainingExceptional Education Quarterly, 1980
- LD Youth and Mathematics: A Review of CharacteristicsLearning Disability Quarterly, 1979
- Remediating Systematic Inversion Errors in Subtraction through the Use of Demonstration and FeedbackLearning Disability Quarterly, 1978
- The Differential Effects of Reinforcement Contingencies on Arithmetic PerformanceJournal of Learning Disabilities, 1976
- Systematic Errors in the Four Vertical Algorithms in Normal and Handicapped PopulationsJournal for Research in Mathematics Education, 1975
- MODIFICATION OF ARITHMETIC RESPONSE RATE AND ATTENDING BEHAVIOR IN A SEVENTH‐GRADE STUDENT1Journal of Applied Behavior Analysis, 1972