Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities. (May 2020)

• Record Type: Journal Article
• Authors: Cook, Sara Cothren; Collins, Lauren W.; Morin, Lisa L.; Riccomini, Paul J.
• Is Part Of: Learning disability quarterly. Volume 43:Number 2(2020:May)
• Page Start: 75
• Page End: 87
• Publication Date: 2020-05
• Subjects: schema-based instruction -- mathematics -- word problems -- learning disabilities -- mathematics difficulties; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0731948718823080
• Languages: English
• ISSNs: 0731-9487

Abstract

The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children's quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.