The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties

Asha K. Jitendra, Danielle N Dupuis, Jon R. Star, Michael C Rodriguez

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest (g = 0.40) and again 6 weeks later (g = 0.42). The interaction between treatment group and students’ difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students’ performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas.

Original languageEnglish (US)
Pages (from-to)354-367
Number of pages14
JournalJournal of Learning Disabilities
Volume49
Issue number4
DOIs
StatePublished - Jul 1 2016

Bibliographical note

Publisher Copyright:
© 2014, © Hammill Institute on Disabilities 2014.

Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.

Keywords

  • mathematics difficulties
  • proportional thinking
  • reading difficulties
  • schema-based instruction

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