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

5 Scopus citations

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)
Pages (from-to)75-87
Number of pages13
JournalLearning Disability Quarterly
Volume43
Issue number2
DOIs
StatePublished - May 1 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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