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ERIC Number: EJ1141698
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0741-9325
Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities
Sharp, Emily; Shih Dennis, Minyi
Remedial and Special Education, v38 n3 p181-192 May-Jun 2017
This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Kaufman Assessment Battery for Children; Wechsler Intelligence Scale for Children; Wechsler Individual Achievement Test; Kaufman Test of Educational Achievement; Intervention Rating Profile
Grant or Contract Numbers: N/A