Reading 7 Curricular Design

Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach Jitendra, A. K., Hoff, K., & Beck, M.M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 20, 50-64. Abstracted by Barbara Higgins-Dover In this article, the studies described investigate the effectiveness of schema strategy on mathematical word-problem-solving performance on students with disabilities. Four studies were considered to establish effectiveness over time; the findings are discussed after each described study. The first study examined differential effects of translation training, diagram training, and attention-control conditions on the solution of two-step mathematics word problems. Using 38 college students, assignments were made to one of three instructional conditions. The focus was on defining the value of one variable in terms of another. In the second study, schema identification instruction was incorporated within the context of a cognitive strategy. Twenty students were randomly assigned to experimental and comparison groups in an attempt to teach students with learning disabilities algebra word problem solving. In the third study three elementary-age students with learning disabilities were provided instruction in a schema strategy to solve word problems. Figure 1 depicts the schema instruction that was provided. Three types of knowledge were incorporated using a sample story situation, including, problem schemata, action schemata, and strategic knowledge. The authors describe the fourth study as an "investigation on the effects of a schema strategy and a traditional basal strategy on acquisition, maintenance, and generalizations of mathematical one-step word problem solving." Thirty-five elementary students with mild disabilities were randomly assigned to each of the two treatment conditions. In this section of the article the method of delivery for the studies is broken down into various areas. These include the participants, setting, experimental design, scoring procedures, intervention materials, and general procedures used to conduct the studies. Evaluations of each method are also incorporated into the reading. The authors present the reader with the results of word-problem-solving performance data, which was collected during all experimental phases. Tables and charts are included to indicate the effectiveness of the studies conducted. A final discussion includes instructor notes, observations, and implications for practice.