Algebra instruction for students with learning disabilities: Implications from a research review

Paula Maccini, David McNaughton, Kathy L. Ruhl

Research output: Contribution to journalReview articlepeer-review

37 Scopus citations

Abstract

A review of six published studies on algebra interventions for students with learning disabilities (LD) revealed that successful interventions included instruction on domain-specific knowledge, as well as general problem-solving and self-regulation strategies. Promising practices include sequential introduction of word problems through concrete, semi-concrete, and abstract phases, and peer feedback Use of selected computer-assisted programs also may hold promise. These findings are discussed in the context of the requirements of successful algebra performance, developmental problem-solving literature (Mayer, 1989; Schoenfeld, 1992), and characteristics of students with LD.

Original languageEnglish (US)
Pages (from-to)113-126
Number of pages14
JournalLearning Disability Quarterly
Volume22
Issue number2
DOIs
StatePublished - 1999

All Science Journal Classification (ASJC) codes

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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