Direct instruction in math word problems: Students with learning disabilities

Author: 
Wilson, C. L., & Sindelar, P. T.
Year: 
1991
The study investigated the effectiveness of strategy teaching and sequencing practice problems when teaching students with learning disabilities (LD) how to solve word problems. Students were randomly assigned to one of three intervention groups: 1) strategy plus sequence, 2) strategy only, and 3) sequence only. All were instructed in small groups of 3-5.
Type: 
Research
Common Core State Standards: 
Reason Abstractly
Model with Mathematics
Use Appropriate Tools Strategically
Make Sense of Problems
Instructional Strategies: 
Organizing
Thinking Aloud
Modeling
Understanding Problems
Supporting Struggling Students: 
Differentiation

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