Geometry is one of the basic areas of school mathematics education, and it is important for elementary students. However, students with mathematics learning disabilities (MLD) struggle with geometry learning. Research has demonstrated that concrete-representational-abstract (CRA) teaching is an effective practice for students with learning…

LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)

This study compared the spatial-geometrical abilities of 85 students (ages 5-13) with learning disabilities (LD) and 94 children without LD, matched for IQ and age. Generally, students with LD did not perform as well as same-aged students without LD, suggesting that LD students experience delayed development in this general spatial-cognitive…

Reports a study involving 35 learning-disabled boys attending full-time remedial schools and 35 matched normal achievers to investigate whether learning-disabled children differ from normal achievers in terms of logical thought and whether they exhibit decalages in their acquisition of Piagetian concepts. (BD/BR)

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)

This study analyzes the generalization abilities of children with reading disabilities by comparing the performance of such children with that of a normal control group on a conditional discrimination learning-set task. Both groups, consisting of boys aged eight to ten, participated in the Wisconsin General Test Apparatus in a form modified for…

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…

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…