Asha K. Jitendra

Improving Comprehension of Expository Text in Students With LD A Research Synthesis

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.

Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems

This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.

An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities An Emphasis on Conceptual and Procedural Understanding

This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of 4 middle school students with learning disabilities who were low-performing in mathematics. A multiple-probe-across-participants design included baseline, treatment, generalization, and maintenance. During treatment, students received schema strategy training in problem schemata (conceptual understanding) and problem solution (procedural understanding). Results indicated that the schema-based strategy was effective in substantially increasing the number of correctly solved multiplication and division word problems for all 4 participants. Maintenance of strategy effects was evident for 10, 51/2, and 21/2 weeks following the termination of instruction for Sara, Tony, and Percy, respectively. In addition, the effects of instruction generalized to novel word problems for all 4 participants.

Enhancing Main Idea Comprehension for Students with Learning Problems The Role of a Summarization Strategy and Self-Monitoring Instruction

This study investigated the effectiveness of a main idea strategy and self-monitoring instructional procedure for improving comprehension of textual material in students with high-incidence (e.g., learning and behavioral) disabilities. Thirty-three middle school students with disabilities were randomly assigned to experimental and control groups. Students in the experimental condition were trained to identify and generate main idea statements using main idea strategy instruction and a self-monitoring procedure. Results indicated that the instructional procedures led to increased reading comprehension of students in the experimental group on the training measure, which was maintained over time. On near and far transfer measures, the experimental group statistically outperformed students in the control group on posttest and delayed posttest items requiring selection responses. Students in the experimental group maintained strategy usage 6 weeks later on selection type responses on the near transfer measure but, not on the far transfer measure. Implications for practice are discussed.

The Effects of Schema-Based Instruction on the Mathematical Word-Problem-Solving Performance of Students with Learning Disabilities

This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.

Advanced Story Map Instruction Effects on the Reading Comprehension of Students with Learning Disabilities

This multiple baseline study investigated the effectiveness of direct instruction of an advanced story map procedure on the reading comprehension performance of six middle school students with learning disabilities (LD). Results indicated an increase in story grammar and basal comprehension performance by all six students from baseline to the independent phase condition of the intervention. In addition, generalization to a novel passage and maintenance of strategy effects were observed for all students on the story grammar tests and for four students on basal comprehension tests. On story retell measures, results demonstrated an increase in the number of story elements recalled by five students, whereas the number of words, correct word sequence (CWS), thought units (t-units), and sentences included in story retells increased for only two students following the intervention. The consumer satisfaction measure revealed positive results for all students. Limitations of the results and implications for teaching reading comprehension are discussed.

The Effects of Computer-Assisted Instruction on the Mathematics Performance and Classroom Behavior of Children With ADHD

The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants’ mathematics performance and on-task behavior. Participants’ mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the quality of published group and single-subject design studies that support cognitive strategy instruction. The authors analyzed 18 group studies and 7 single-subject design studies and calculated average weighted effect sizes and percentage of nonoverlapping data (PND). Only group design studies met the criteria for cognitive strategy instruction as an evidence-based practice. The authors also discuss implications for future research and practice.

Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms

The authors examined the effectiveness of strategy instruction taught by general educators in mixedability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI). Participants were 60 3rd-grade student participants randomly assigned to treatment conditions. Teachers pretested and posttested participants with mathematical problem-solving and computation tests, repeatedly measuring their progress on word problem solving across the 18-week intervention. Both SBI and GSI conditions improved word problem-solving and computation skills. Further, results show a significant difference between groups on the word problem-solving progress measure at Time 1, favoring the SBI group. However, this differential effect did not persist over time. The authors discuss implications for future research and practice.

Mathematical Word Problem Solving in Third-Grade Classrooms.

The authors conducted design or classroom experiments (R. Gersten, S. Baker, & J. W. Lloyd, 2000) at 2 sites (Pennsylvania and Florida) to test the effectiveness of schema-based instruction (SBI) prior to conducting formal experimental studies. Results of Study 1 conducted in 2 3rd-grade, low-ability classrooms and 1 special education classroom indicated mean score improvements from pretest to posttest on word problem solving and computation fluency measures. In addition, student perceptions of SBI according to a strategy satisfaction questionnaire revealed SBI as effective in helping solve word problems. Results of Study 2, which included a heterogeneous (high-, average-, and low-achieving) sample of 3rd graders, also revealed student improvement on the word problem solving and computation fluency measures. However, the outcomes were not as positive in Study 2 as in Study 1. Lessons learned from the 2 studies are discussed with regard to teaching and learning mathematical word problem solving for different groups of students.