This study examined the differential effects of two instructional strategies, an explicit schema-based strategy and a general cognitive strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving by students with mild disabilities and at-risk students. Twenty-three second, third, fourth, and fifth graders…

This article presents a systematic approach for direct instruction on using a bank check register for students with mild disabilities, including guidelines for lesson design. This approach was used to develop a lesson unit for a self-contained class of 12 students, ages 14 through 16, who had mild mental retardation. (SW)

The authors conducted design or classroom experiments (R. Gersten, S. Baker, & J. W. Lloyd, 2000) at 2 sites (Pennsylvania and Florida) to test the effectiveness of schema-based instruction (SBI) prior to conducting formal experimental studies. Results of Study 1 conducted in 2 3rd-grade, low-ability classrooms and 1 special education…

This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…

This study examined effects of a schema-based direct instruction strategy on the word problem-solving performance of three third- and fourth-grade students with learning disabilities. The intervention was successful in increasing the percentage of correct solutions to word problems for all three students. Maintenance was seen two to three weeks…

Summarizes 14 mathematics word-problem-solving intervention studies for elementary and secondary students with disabilities or who were at-risk for math failure. Interventions included representational techniques (diagramming), strategy-training procedures (cognitive and metacognitive), task variations (sequencing and word-problem context), and…

A pilot test of 700 students in grades three, four, and five, investigated the reliability of curriculum-valid mathematics survey tests. The development of the test and the taxonomy of curriculum analysis that was beneficial in test construction is described. Results indicate the effectiveness of the test. (CR)

This study of 24 third-grade students' comprehension of mathematical operations found that students who received instruction that provided explicit instruction focusing on conceptual understanding, problem-solving skills, and developing connections of mathematical concepts performed better than students receiving implicit instruction. (Author/JDD)

This article provides a framework for selecting and analyzing an effective language curriculum, based on 11 design-of-instruction criteria such as specification of the objective, number of practice activities, and review in subsequent lessons. The 11 criteria are discussed within the context of analyzing a sample lesson selected from a basal…

The present study investigated the effects of training parents of young adults with disabilities to use constant time delay to teach their children purchasing skills in the community. The parent intervention involved target skill selection and instructional planning (e.g., identifying prompts and reinforcers), parent training on constant time…

The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

The purpose of this study was to evaluate the effectiveness of supplemental reading instruction on the reading performance of four (two boys, two girls) second graders who were English learners (ELs) and poor readers through the use of a multiple probe across-participants design. All students received instruction from a commercial reading program,…

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…

This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for…

This study examined the role of dynamic assessment involving specific and general instructional strategies on expert and novice third graders' error patterns in solving part-whole mathematics word problems. The assessment showed that novices in general required more prompts than did experts. Experts in the specific strategy group had decreased…