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Direct linkStevens, Elizabeth A.; Leroux, Audrey J.; Mowbray, Megan H.; Lee, Grace S. – Exceptional Children, 2023
Schema instruction improves word-problem solving for students with mathematics difficulty (MD; e.g., Powell et al., 2015); however, prior research suggests that students need word-problem-specific language comprehension in addition to schema knowledge to build word-problem models (Fuchs et al., 2015, 2018). Students have general word knowledge…
Descriptors: Direct Instruction, Vocabulary Development, Word Problems (Mathematics), Intervention
Allyson Pitzel; Sara Sanders; Kristine Jolivette; Aimee J. Hackney; Ashley S. Virgin – Exceptional Children, 2024
Youth with and at risk for disabilities served in alternative education settings frequently struggle with the writing process, which impedes their ability to communicate ideas and opinions with others. Providing explicit teaching of a writing strategy is necessary for this population of youth. This study examined the effects of self-regulated…
Descriptors: Self Determination, Juvenile Justice, Females, Adolescents
Jayanthi, Madhavi; Gersten, Russell; Schumacher, Robin F.; Dimino, Joseph; Smolkowski, Keith; Spallone, Samantha – Exceptional Children, 2021
Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and…
Descriptors: Grade 5, Elementary School Students, Fractions, Mathematical Concepts
