{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1233"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1233","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Improving the word problem solving abilities of students with disabilities: Cognitive Strategy Instruction (CSI) compared to Schema-Based Instruction (SBI)","abstract":"The purpose of this research was to compare Cognitive Strategy Instruction (CSI) and Schema-Based Instruction (SBI) and determine which is more effective at improving the mathematical word problem solving abilities of eighth grade students with disabilities. Two students with disabilities who were also at risk for mathematics failure were chosen to participate in this study. The research phase consisted of a baseline data collection period followed by an intervention period, a probe, a second intervention period, and a final probe. Cognitive strategy cue cards and schematic diagrams were created for this study. Both Student A and B received their assigned strategy instruction two times a week for two weeks before being administered a probe and switching to the alternate intervention. The participant's scores during the baseline and treatment periods were recorded and analyzed. While both CSI and SBI improved the participants' ability to solve math word problems, schema-based instruction was proven to be more effective.","abstract_html":"The purpose of this research was to compare Cognitive Strategy Instruction (CSI) and Schema-Based Instruction (SBI) and determine which is more effective at improving the mathematical word problem solving abilities of eighth grade students with disabilities. Two students with disabilities who were also at risk for mathematics failure were chosen to participate in this study. The research phase consisted of a baseline data collection period followed by an intervention period, a probe, a second intervention period, and a final probe. Cognitive strategy cue cards and schematic diagrams were created for this study. Both Student A and B received their assigned strategy instruction two times a week for two weeks before being administered a probe and switching to the alternate intervention. The participant's scores during the baseline and treatment periods were recorded and analyzed. While both CSI and SBI improved the participants' ability to solve math word problems, schema-based instruction was proven to be more effective.","abstract_has_math":false,"creators":["Kha, Rena"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-02T07:00:00Z","date_published":"2012-08-02T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Learning disabled teenagers; Mathematics--Study and teaching","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/234","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["Kha, Rena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:51Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled teenagers; Mathematics--Study and teaching","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/234"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to compare Cognitive Strategy Instruction (CSI) and Schema-Based Instruction (SBI) and determine which is more effective at improving the mathematical word problem solving abilities of eighth grade students with disabilities. Two students with disabilities who were also at risk for mathematics failure were chosen to participate in this study. The research phase consisted of a baseline data collection period followed by an intervention period, a probe, a second intervention period, and a final probe. Cognitive strategy cue cards and schematic diagrams were created for this study. Both Student A and B received their assigned strategy instruction two times a week for two weeks before being administered a probe and switching to the alternate intervention. The participant's scores during the baseline and treatment periods were recorded and analyzed. While both CSI and SBI improved the participants' ability to solve math word problems, schema-based instruction was proven to be more effective."]},{"key":"dc:title","label":"Title","values":["Improving the word problem solving abilities of students with disabilities: Cognitive Strategy Instruction (CSI) compared to Schema-Based Instruction (SBI)"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["Kha, Rena"],"dc:date.available":["2020-03-03T19:58:51Z"],"dc:description.abstract":["The purpose of this research was to compare Cognitive Strategy Instruction (CSI) and Schema-Based Instruction (SBI) and determine which is more effective at improving the mathematical word problem solving abilities of eighth grade students with disabilities. Two students with disabilities who were also at risk for mathematics failure were chosen to participate in this study. The research phase consisted of a baseline data collection period followed by an intervention period, a probe, a second intervention period, and a final probe. Cognitive strategy cue cards and schematic diagrams were created for this study. Both Student A and B received their assigned strategy instruction two times a week for two weeks before being administered a probe and switching to the alternate intervention. The participant's scores during the baseline and treatment periods were recorded and analyzed. While both CSI and SBI improved the participants' ability to solve math word problems, schema-based instruction was proven to be more effective."],"dc:identifier":["https://rdw.rowan.edu/etd/234"],"dc:subject":["Learning disabled teenagers; Mathematics--Study and teaching","Special Education and Teaching"],"dc:title":["Improving the word problem solving abilities of students with disabilities: Cognitive Strategy Instruction (CSI) compared to Schema-Based Instruction (SBI)"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:12:56Z"}