The effects of cognitive strategy instruction on math problem solving of high school students with learning disabilities

The purpose of the study was to examine if Solve It! instruction, a cognitive based strategy instruction program, along with a graphic organizer would increase students understanding of mathematical word problems in the high school classroom setting. The study implemented a pretest-posttest design. There were sixteen participants in the intervention group as well as sixteen students in the control group. The study took place in four different resource mathematics classrooms. The independent variable was a modified version of Solve It! instruction while the dependent variable was a curriculum-based measurement created by the intervention and control group teachers. Overall, all students showed progress throughout the twenty-six day study, however students who were exposed to the intervention showed significantly greater gains.

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

2015

Author dc:creator

• DeVecchis, Joseph

Contributors dc:contributor

• Kuder, S. Jay

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

Repository record dc:identifier

https://rdw.rowan.edu/etd/503

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1502