Date Approved

5-17-2016

Embargo Period

5-18-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Word problems (Mathematics); Students with learning disabilities

Disciplines

Science and Mathematics Education | Special Education and Teaching

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.

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