scholarly journals The Effect on the Mathematical Word Problem Solving Ability of Students as at Risk for Mathematics Disability only, at Risk for both Reading and Mathematics Disabilities, or not at Risk using a Direct Instruction and Keyword Strategy

2013 ◽  
Vol 15 (3) ◽  
pp. 23-44
Author(s):  
하정숙 ◽  
Park Jong-Ho
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Word Problem ◽  
Direct Instruction ◽  
Word Problem Solving ◽  
Mathematics Disability ◽  
And Mathematics ◽  
Not At Risk ◽  
Mathematics Disabilities ◽  
Mathematical Word Problem

Effects of Mathematical Word Problem Solving by Students At Risk or With Mild Disabilities

1998 ◽  
Vol 91 (6) ◽  
pp. 345-355 ◽  
Author(s):  
Asha K. Jitendra ◽  
Cynthia C. Griffin ◽  
Kara McGoey ◽  
M. Cathleen Gardill ◽  
Preetha Bhat ◽  
...  
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Word Problem ◽  
Students At Risk ◽  
Word Problem Solving ◽  
Mild Disabilities ◽  
Mathematical Word Problem

Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 81-96
Author(s):  
Chelsi R. Brosh ◽  
Jenny R. Root ◽  
Alicia F. Saunders ◽  
Fred Spooner ◽  
Larry B. Fisher
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Literacy Skills ◽  
Future Research ◽  
Instructive Feedback ◽  
Word Problem Solving ◽  
And Mathematics ◽  
Based Instruction ◽  
Mathematical Word Problem

AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

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