Rena Kha

Date Approved

8-2-2012

Embargo Period

3-3-2020

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Language, Literacy, and Special Education

College

College of Education

Advisor

Kuder, S Jay

Subject(s)

Learning disabled teenagers; Mathematics--Study and teaching

Disciplines

Special Education and Teaching

Abstract

The purpose of this research was to compare Cognitive Strategy Instruction (CSI) and Schema-Based Instruction (SBI) and determine which is more effective at improving the mathematical word problem solving abilities of eighth grade students with disabilities. Two students with disabilities who were also at risk for mathematics failure were chosen to participate in this study. The research phase consisted of a baseline data collection period followed by an intervention period, a probe, a second intervention period, and a final probe. Cognitive strategy cue cards and schematic diagrams were created for this study. Both Student A and B received their assigned strategy instruction two times a week for two weeks before being administered a probe and switching to the alternate intervention. The participant's scores during the baseline and treatment periods were recorded and analyzed. While both CSI and SBI improved the participants' ability to solve math word problems, schema-based instruction was proven to be more effective.

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