Effects of mathematical word problem solving by students at risk or with mild disabilities

Jitendra, A. K., Griffin, C. C., McGoey, K., Gardill, M. C., Bhat, P., & Riley, T.
The purpose of this study is two-fold. First, the researchers sought to assess the effectiveness of two instructional strategies, an explicit schema-based strategy and a traditional basal strategy, on one-step addition and subtraction word problems for students with mild disabilities and students at risk of failure in mathematics. Second, the researchers explored the long-term impact of the two strategies and ability of the students to transfer the skills learned in the strategy to new contexts.
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Common Core State Standards: 
Model with Mathematics
Attend to Precision
Make Sense of Problems
Instructional Strategies: 
Understanding Problems
Thinking Aloud
Visual Representations
Using Precise Math Language
Supporting Struggling Students: 

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