Providing learners with multiple representations of learning content has been shown to enhance learning outcomes. When multiple representations are presented across consecutive problems, we have to decide in what sequence to present them. Prior research has demonstrated that interleaving "tasks types" (as opposed to blocking them) can…

This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were…

This mixed-methods study incorporated elements of survey, case study and action research approaches in investigating an at-risk child. Using an in-take interview, a diagnostic test, an error analysis, and a think-aloud clinical interview, the study identified the child's major presenting difficulties. These included: inability to use the four…