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ERIC Number: EJ1003695
Record Type: Journal
Publication Date: 2013-May
Pages: 13
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0731-9487
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities
Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia
Learning Disability Quarterly, v36 n2 p80-92 May 2013
This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade students with LD (n = 77) and average-achieving students (n = 77). We examined treatment effects of the intervention, as well as differential effects of treatment across ability levels, on students' knowledge of problem-solving strategies using the Math Problem-Solving Assessment. Results showed that students across ability levels who received "Solve It!" instruction reported using significantly more strategies than students in the comparison group. Implications for instruction are discussed as well as directions for future research. (Contains 2 figures and 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070206