Develops and tests a learning environment for teaching and learning how to model and solve mathematical application problems using four classes of fifth graders. Indicates that the intervention had a positive effect on different aspects of pupils' mathematical modeling and problem solving abilities. (Contains 62 references.) (Author/ASK)

The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)

Examined Reciprocal Peer Tutoring (RPT) and parent involvement interventions on mathematics achievement of academically at-risk fourth and fifth graders (n=84). Found that students who received RPT plus parent involvement displayed higher levels of accurate mathematics computations than either RPT Only or control students and that students in RPT…

Reports on a study in which students with and without learning disabilities wrote persuasive essays about controversial topics. One group of students was given an elaborated goal that included explicit subgoals based on the elements of argumentation. Sixth-grade students in the elaborated goal condition produced more persuasive essays and included…

Among 28 upper elementary learning-disabled students in a summer remedial program, those that were taught spelling with explicit rule-based strategies out-performed students presented with a visual imagery mnemonic on unit tests, a posttest, and a standardized spelling test. Contains 20 references. (SV)

Three fifth graders with learning disabilities received instruction designed to help them incorporate three common planning strategies into their current approach to writing. Students learned to set goals, brainstorm ideas, and sequence their ideas while writing stories and completing assignments. The schematic structure of stories improved, and…

Investigates the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly…

Two experiments involving 90 primary and intermediate-grade students studied how the COPPERS computer-based mathematical learning environment advances children's understanding that multiplication problems have many different correct solutions. Factors affecting learning and theoretical implications are discussed in terms of scaffolding learning.…

This study compared the effectiveness of a diagrammatic and a keyword method of teaching mathematics problem solving to 70 learning-disabled junior high school students. Results indicated no significant difference between problem-solving performance by students taught with different methods. Potential factors explaining inconsistencies between…

Examines the effectiveness of imbedding strategy instruction in the context of a process approach to writing. Finds that the strategy instructional procedures had a positive effect on the fourth- and fifth-grade students' writing, for both students with and without a learning disability. Shows that, overall, improvements in story quality were…

Two experiments involving 60 fifth graders and 40 fourth graders investigated how goal setting and progress feedback affect self-efficacy and writing achievement. The process goal with progress feedback had the greatest impact on achievement outcomes. Self-efficacy was highly predictive of writing skill and strategy use. (SLD)

Four fifth and sixth grade students with learning disabilities were taught a strategy for comprehending word problems and devising appropriate solutions. Following instruction performance on mixed sets of addition and subtraction word problems improved. Although generalization to a different setting occurred, maintenance was mixed. (Author/DB)

Intermediate grade students with learning disabilities learned to work in pairs to help each other with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group. (Author/JDD)

A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)

One hundred forty fourth graders were asked to solve proportion problems about juice-mixing situations both before and after an intervention that used a manipulative model or other materials in three experiments. Results indicate different approaches appear to be necessary to facilitate children's proportional reasoning, depending on the reasoning…