The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

This issue of the newsletter focuses on the teaching of mathematics to mildly handicapped students. The feature article reviews the theory of generalization and its application to specific practices in teaching arithmetic. A set of six-step guidelines is offered for the teacher to follow in ensuring that generalization of arithmetic skills takes…

This study sought to determine the effectiveness of self-instructional strategy training on the addition and subtraction problem-solving skills of four upper elementary-level learning-disabled students, and to evaluate maintenance and generalization of the trained skills. Each subject received individual criterion-based training in…

This study compared the acquisition of an initial place value skill when presented in a concrete, semiconcrete, abstract teaching sequence to acquisition of the same skill when presented at the abstract level only. The 24 subjects were elementary and middle school students (ages 8-13) with learning disabilities who were randomly assigned to…