Schema-Based Instruction for Mathematical Word Problem Solving

An Evidence-Based Review for Students With Learning Disabilities

Sara Cothren Cook, Lauren W. Collins, Lisa L. Morin, Paul J. Riccomini

Research output: Contribution to journalArticle

Abstract

The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children’s quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.

Original languageEnglish (US)
JournalLearning Disability Quarterly
DOIs
StatePublished - Jan 1 2019

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Mathematics
Learning Disorders
learning disability
Students
instruction
Evidence-Based Practice
mathematics
evidence
student
Learning
disability
Research
learning
Group
Direction compound

All Science Journal Classification (ASJC) codes

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

Cite this

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Schema-Based Instruction for Mathematical Word Problem Solving : An Evidence-Based Review for Students With Learning Disabilities. / Cook, Sara Cothren; Collins, Lauren W.; Morin, Lisa L.; Riccomini, Paul J.

In: Learning Disability Quarterly, 01.01.2019.

Research output: Contribution to journalArticle

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