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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
Peer reviewedMiller, 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
Peer reviewedRugel, Robert P. – Journal of Learning Disabilities, 1974
Twenty-five studies were reviewed which reported scores of 883 disabled readers, 7 to 18 years of age on subtests of the Wechsler Intelligence Scale for Children. (Author/MC)
Descriptors: Adolescents, Children, Classification, Concept Formation
Peer reviewedMiller, 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
