This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior…

This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language…

This study compared instruction in addition using either a minimum addend strategy or drill and practice with 84 students either with or without learning disabilities (LD). Students with LD improved significantly only in the strategy condition, whereas general education students improved in both the strategy and the drill-and-practice conditions.…

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…

Among 28 upper elementary learning-disabled students in a summer remedial program, those that were taught spelling with explicit rule-based strategies out-performed students presented with a visual imagery mnemonic on unit tests, a posttest, and a standardized spelling test. Contains 20 references. (SV)

Four fifth and sixth grade students with learning disabilities were taught a strategy for comprehending word problems and devising appropriate solutions. Following instruction performance on mixed sets of addition and subtraction word problems improved. Although generalization to a different setting occurred, maintenance was mixed. (Author/DB)

The study with three sixth-grade learning-disabled students found that a self-instructional strategy to facilitate the generation, framing, and planning of argumentative essays had a positive effect on the students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and new writing genre.…

Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)

Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.…

Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…

Four fifth grade students with learning disabilities were taught a strategy to facilitate setting product and process goals, generating and organizing notes, continued planning during writing, and evaluating goal attainment. Strategy instruction had a positive effect on students' essay writing and knowledge of the writing process, and effects were…