The purpose of the present study was to evaluate the effects of the RIDE, a mnemonic device on solving word problems for middle school students with Learning Disabilities and to examine the teacher and student satisfaction in teaching and learning using RIDE to solve word problems. Two male 8th graders participated in this study. They were both classified as having learning disabilities and were learning mathematics at a 3rd grade level. A single subject design with ABC phases was used in this study. During the baseline, the students were given a quiz with 5 word problems each day for ten days. In the intervention, these students were taught problem solving skills using the RIDE mnemonic. Their performance was evaluated by a weekly quiz, then assessed after one week following the intervention to examine their maintenance. Results show that all students increased their quiz scores when the RIDE mnemonic strategy was provided in math instruction. It seems that such a mnemonic strategy helps students with LD remember the process of problem solving, and increase their correct responses to quiz questions as well as their confidence in learning word problem solving skills.
","abstract_html":"<p>The purpose of the present study was to evaluate the effects of the RIDE, a mnemonic device on solving word problems for middle school students with Learning Disabilities and to examine the teacher and student satisfaction in teaching and learning using RIDE to solve word problems. Two male 8th graders participated in this study. They were both classified as having learning disabilities and were learning mathematics at a 3rd grade level. A single subject design with ABC phases was used in this study. During the baseline, the students were given a quiz with 5 word problems each day for ten days. In the intervention, these students were taught problem solving skills using the RIDE mnemonic. Their performance was evaluated by a weekly quiz, then assessed after one week following the intervention to examine their maintenance. Results show that all students increased their quiz scores when the RIDE mnemonic strategy was provided in math instruction. It seems that such a mnemonic strategy helps students with LD remember the process of problem solving, and increase their correct responses to quiz questions as well as their confidence in learning word problem solving skills.</p>","abstract_has_math":false,"creators":["Locke, Sandra Kay"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-17T07:00:00Z","date_published":"2016-05-17T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["mathematics education","word problems","Word problems (Mathematics); Students with learning disabilities","Science and Mathematics Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1485","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Locke, Sandra Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics education","word problems","Word problems (Mathematics); Students with learning disabilities","Science and Mathematics Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1485"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the present study was to evaluate the effects of the RIDE, a mnemonic device on solving word problems for middle school students with Learning Disabilities and to examine the teacher and student satisfaction in teaching and learning using RIDE to solve word problems. Two male 8th graders participated in this study. They were both classified as having learning disabilities and were learning mathematics at a 3rd grade level. A single subject design with ABC phases was used in this study. During the baseline, the students were given a quiz with 5 word problems each day for ten days. In the intervention, these students were taught problem solving skills using the RIDE mnemonic. Their performance was evaluated by a weekly quiz, then assessed after one week following the intervention to examine their maintenance. Results show that all students increased their quiz scores when the RIDE mnemonic strategy was provided in math instruction. It seems that such a mnemonic strategy helps students with LD remember the process of problem solving, and increase their correct responses to quiz questions as well as their confidence in learning word problem solving skills.
"]},{"key":"dc:title","label":"Title","values":["The effects of the RIDE strategy on teaching word problem solving skills to students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Locke, Sandra Kay"],"dc:date.available":["2016-05-18T07:00:00Z"],"dc:description.abstract":["The purpose of the present study was to evaluate the effects of the RIDE, a mnemonic device on solving word problems for middle school students with Learning Disabilities and to examine the teacher and student satisfaction in teaching and learning using RIDE to solve word problems. Two male 8th graders participated in this study. They were both classified as having learning disabilities and were learning mathematics at a 3rd grade level. A single subject design with ABC phases was used in this study. During the baseline, the students were given a quiz with 5 word problems each day for ten days. In the intervention, these students were taught problem solving skills using the RIDE mnemonic. Their performance was evaluated by a weekly quiz, then assessed after one week following the intervention to examine their maintenance. Results show that all students increased their quiz scores when the RIDE mnemonic strategy was provided in math instruction. It seems that such a mnemonic strategy helps students with LD remember the process of problem solving, and increase their correct responses to quiz questions as well as their confidence in learning word problem solving skills.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1485"],"dc:subject":["mathematics education","word problems","Word problems (Mathematics); Students with learning disabilities","Science and Mathematics Education","Special Education and Teaching"],"dc:title":["The effects of the RIDE strategy on teaching word problem solving skills to students with learning disabilities"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:14:32Z"}