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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ676182
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
The Differential Effects of Teaching Addition through Strategy Instruction versus Drill and Practice to Students with and without Learning Disabilities.
Tournaki, Nelly
Journal of Learning Disabilities, v36 n5 p449-58 Sep-Oct 2003
This study compared instruction in addition using either a minimum addend strategy or drill and practice with 84 students either with or without learning disabilities (LD). Students with LD improved significantly only in the strategy condition, whereas general education students improved in both the strategy and the drill-and-practice conditions. In a transfer task, students from both groups improved only in the strategy conditions. (Contains references.) (Author/DB)
Descriptors: Drills (Practice), Instructional Effectiveness, Learning Disabilities, Learning Strategies, Mathematics Instruction, Number Concepts, Primary Education, Transfer of Training
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A