NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ867497
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0731-9487
The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations
Scheuermann, Amy M.; Deshler, Donald D.; Schumaker, Jean B.
Learning Disability Quarterly, v32 n2 p103-120 Spr 2009
This study determined the effects of the Explicit Inquiry Routine (EIR), a teaching routine, on the math performance of 14 middle-school students with math learning disabilities. The routine integrates validated mathematical teaching practices from general education (inquiry, dialogue) and special education (intensive, explicit instruction) to engage students in an interactive inquiry process across multiple modes (concrete, representation, and abstract) of illustration and manipulation to develop an understanding of the one-variable equation. A multiple-baseline-across-students design was employed. Both statistical analysis and visual inspection indicated that students' scores increased and were maintained for up to 11 weeks after instruction was terminated. In addition, students transferred their skills to textbook word problems and standardized math achievement measures. (Contains 5 figures, 4 tables and 2 footnotes.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A