Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities |
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Authors: | Jeanne Cassel MA Robert Reid PhD |
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Institution: | (1) Eagle Elementary School, Eagle Nebraska, USA;(2) Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, USA |
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Abstract: | We investigated the effects of self-regulated strategy instruction on the ability of four elementary-school students with mild handicaps (2 with learning disabilities LD] and 2 with mild mental retardation MMR]) to perform 4 types of addition and subtraction word problems. We used a multiple baseline design and a self-instructional strategy to address story problem solving. Results indicated that the strategy was effective in increasing the number of correctly solved word problems. Gains were maintained across a 6 and 8 week follow-up check. The study supports previous research indicating that cognitive strategies are effective for students with LD and suggests that cognitive strategies are appropriate for students with MMR. |
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Keywords: | self-regulated strategy instruction word-problem solving mild mental retardation learning disabilities |
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