Date Approved

5-3-1999

Embargo Period

8-1-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Learning disabled children--Education; Mathematics--Study and teaching (Elementary)

Disciplines

Disability and Equity in Education

Abstract

The purpose of this project was to determine if participation in a year long mathematics direct instructional program would accelerate the rate of mathematical achievement in a group of learning disabled children. The subjects of this study were comprised of five eleven-year-old fifth grade students who were classified as Learning Disabled. Outcome measures utilized included teacher assigned report card grades, a basic skills test, a two-step word problem assessment and the Key Math Diagnostic Arithmetic Test-Revised as a functional measure.

The results of this study indicate that, when utilizing formal and functional measures, students make greater progress acquiring facts and problem solving skills in a direct instruction program as implemented in Connecting Math Concepts than in a traditional basal mathematics curriculum.

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