Direct Instruction in Math Word Problems: Students with Learning Disabilities.

Cynthia L. Wilson; Paul T. Sindelar

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Peer reviewed

ERIC Number: EJ428599

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

EISSN: N/A

Direct Instruction in Math Word Problems: Students with Learning Disabilities.

Cynthia L. Wilson; Paul T. Sindelar

Exceptional Children, v57 n6 p512-19 May 1991

This study compared the effectiveness of 3 procedures for teaching 62 elementary students with learning disabilities to identify the correct algorithm in solving addition and subtraction word problems. The group receiving strategy teaching and sequencing practice problems and the group receiving strategy teaching only scored higher than sequencing-only students. (Author/JDD)

Descriptors: Instructional Effectiveness, Learning Disabilities, Learning Strategies, Mathematics Instruction, Problem Solving, Sequential Learning, Teaching Methods, Word Problems (Mathematics)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74217

IES Cited: ED504995