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Teaching Learning Disabled Students Place Value Using the Concrete to Abstract Sequence.
Peterson, Susan K.; And Others – Learning Disabilities Research, 1988
The study compared two methods of teaching an initial place value skill: a concrete, semiconcrete, abstract teaching sequence and an abstract-only presentation. Learning-disabled elementary and middle school students (N=24) using the concrete to abstract teaching sequence performed significantly better on three posttests than students taught the…
Descriptors: Concept Formation, Elementary Education, Instructional Effectiveness, Learning Disabilities
Using a Graduated Word Problem Sequence to Promote Problem-Solving Skills.
Peer reviewed Peer reviewed
Miller, Susan Peterson; Mercer, Cecil D. – Learning Disabilities Research and Practice, 1993
This article presents a graduated word problem sequence in mathematics, beginning with simple words; progressing to phrases, sentences, and paragraphs; advancing to paragraph word problems with extraneous information; and finally having students create their own word problems. Results from 67 elementary students with learning disabilities support…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Mathematics Instruction
Direct Instruction in Math Word Problems: Students with Learning Disabilities.
Peer reviewed Peer reviewed
Cynthia L. Wilson; Paul T. Sindelar – Exceptional Children, 1991
This study compared the effectiveness of 3 procedures for teaching 62 elementary students with learning disabilities to identify the correct algorithm in solving addition and subtraction word problems. The group receiving strategy teaching and sequencing practice problems and the group receiving strategy teaching only scored higher than…
Descriptors: Instructional Effectiveness, Learning Disabilities, Learning Strategies, Mathematics Instruction
Using Data to Learn about Concrete-Semiconcrete-Abstract Instruction for Students with Math Disabilities.
Peer reviewed Peer reviewed
Miller, Susan Peterson; Mercer, Cecil D. – Learning Disabilities Research and Practice, 1993
Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)
Descriptors: Abstract Reasoning, Concept Formation, Elementary Education, Instructional Effectiveness
Teaching Functional Money Skills.
Lipstreu, Betty Lee – Academic Therapy, 1987
The paper details teaching methods that have proved successful in teaching money management skills to secondary special education students (e.g., use of real money, organization of money before counting, transitions when counting different bill denominations, instruction in various bill combinations, sequence of introducing coin combinations, and…
Descriptors: Basic Business Education, Computation, Daily Living Skills, Instructional Materials
CSA: Acquiring and Retaining Math Skills.
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Miller, Susan Peterson; And Others – Intervention in School and Clinic, 1992
This article presents the "concrete semiconcrete abstract" (CSA) teaching sequence for teaching basic math skills to students with and without learning disabilities. Guidelines include providing a minimum of nine instructional lessons (three at each level), each with four lesson steps. Validation of the CSA sequence and lesson format with 15…
Descriptors: Abstract Reasoning, Classroom Techniques, Concept Formation, Elementary School Mathematics
Different Strokes for Different Folks.
Hellwege, Nancy C.; Sell, Irene L. – 1990
This manual, together with the continuing education or inservice teacher workshops for learning the Systematic Integrated Teaching/Learning Approach (SITLA), can help teachers use different approaches to work effectively with a population of adults 18 years and older who are enrolled in special education classes, college-based developmental skills…
Descriptors: Adult Basic Education, Adult Literacy, Adults, Basic Skills