Culminating Project Title
Date of Award
Culminating Project Type
Special Education: M.S.
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Word Problems; Math Strategies; Lesson Sequence; Disabilities
The purpose of this study was to investigate the effects of a combined strategy instruction approach on strengthening problem solving competence of students with math difficulties (MD). Seven students received 14 lessons of explicit instruction embedded with cognitive strategies and paired with a graduated lesson sequence. Four different types of word problem situations involving either addition or subtraction with regrouping were the focus of this study. The independent variable consisted of math instruction in a multiple-baseline design with two replications. Ongoing probes as well as pre- and posttests were administered to evaluate treatment outcomes. Both word problem solving and computation skills were analyzed. All participants improved word problem solving from baseline to intervention yielding a range across participants in mean percentage point increase from baseline to intervention of 15.9 to 82.2. On pretest to posttest for this skill, the percentage point increase ranged from 10 to 74 with a mean increase of 41.4. Most students showed improvement from pretest to posttest for untimed computation skills ability with results ranging from a ten percentage point decline to a 55 percentage point increase and a mean of a 20.7 increase. Additionally, all students improved in addition and subtraction with regrouping computation fluency from pretest to posttest revealing a range in percent increase of correct digits per minute from 15% to 750% with a mean increase of 121.8%. All students disclosed high satisfaction with the intervention and with the level of learning incurred.
Vanderwarn, Margaret, "Investigating the Effects of Evidence-Based Strategies on Word Problems with Regrouping for Elementary Students with Learning Disabilities" (2015). Culminating Projects in Special Education. 6.