This study examined the effects of a schema-based direct instruction strategy on the addition and subtraction word problem solving performance of three third- and fourth-grade students with learning disabilities. An adapted multiple probe across subjects design was used. The intervention involved training students to distinguish "change,""group," and "compare" problems and to label problem components using schemata diagrams for these problem types. Results indicated that the intervention was successful in increasing the percentage of correct word problems for all three students. In addition, maintenance and generalization of word problem solving was seen 2 to 3 weeks following the study. Student interviews also indicated that the strategy was beneficial. Contains seven references, three figures, and two tables. (DB)