Improving the word problem solving abilities of students with disabilities: Cognitive Strategy Instruction (CSI) compared to Schema-Based Instruction (SBI)

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.

Name thesis:degree_name

M.A. Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2012

Author dc:creator

• Kha, Rena

Contributors dc:contributor

• Kuder, S Jay

• Learning disabled teenagers; Mathematics--Study and teaching
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/234

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1233