TY - JOUR
T1 - The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties
AU - Jitendra, Asha K.
AU - Dupuis, Danielle N
AU - Star, Jon R.
AU - Rodriguez, Michael C
N1 - Publisher Copyright:
© 2014, © Hammill Institute on Disabilities 2014.
PY - 2016/7/1
Y1 - 2016/7/1
N2 - This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest (g = 0.40) and again 6 weeks later (g = 0.42). The interaction between treatment group and students’ difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students’ performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas.
AB - This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest (g = 0.40) and again 6 weeks later (g = 0.42). The interaction between treatment group and students’ difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students’ performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas.
KW - mathematics difficulties
KW - proportional thinking
KW - reading difficulties
KW - schema-based instruction
UR - http://www.scopus.com/inward/record.url?scp=84973352305&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84973352305&partnerID=8YFLogxK
U2 - 10.1177/0022219414554228
DO - 10.1177/0022219414554228
M3 - Article
C2 - 25312518
AN - SCOPUS:84973352305
SN - 0022-2194
VL - 49
SP - 354
EP - 367
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 4
ER -