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Peer reviewedStein, Marci – Teaching Exceptional Children, 1987
Teachers can help students with learning problems in solving arithmetic word problems by following the principles commonly used in the design of Direct Instruction curricula: teach rules and strategies rather than rote memorization; sequence examples and skills carefully; and introduce and review skills cumulatively. (CB)
Descriptors: Arithmetic, Mathematics Instruction, Mathematics Skills, Mild Disabilities
Peer reviewedMiller, 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
Peer reviewedCynthia 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
