The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
The Effects of Schema-Based Instruction on the Mathematical Word-Problem-Solving Performance of Students with Learning Disabilities
Abstract
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“these analyses confirm that the recent changes in mathematics education do not lead to better performance for students with special needs (Jitendra & Hoff, 1996; Kroesbergen, Van Luit, & Maas, 2002; Woodward & Baxter, 1997).”
From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Jitendra & Hoff, 1996
Citations
Cites
Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts
Mercer, C. D., & Miller, S. P. (1992) · Remedial and Special Education · doi:10.1177/074193259201300303 · Cited by 176
Strategy Instruction in Mathematics
Goldman, S. R. (1989) · Learning Disability Quarterly · doi:10.2307/1510251 · Cited by 92
Research works printed but not linked: 25
- Bartel, N. R., 1990, Teaching students with learning and behavior problems, 289
- Bloom, B. S., 1976, Human characteristics and school learning
- Borg, W. R., 1983, Educational research
- Brian, T., 1991, The Regular Education Initiative: Alternative perspectives on concepts, issues, and models, 113
- 10.1207/s1532690xci0103_1 · DOI
- Carnine, D. W., 1992, Higher order thinking: Designing curriculum for higher order thinking, 1
- 10.2307/748348 · DOI
- 10.1177/074193259201300302 · DOI
- 10.1207/s15326985ep2201_4 · DOI
- Fennema, E., 1989, Advances in research on teaching, 195
- 10.1177/001440298605300102 · DOI
- 10.1177/001440299105700503 · DOI
- 10.1037/0033-295X.92.1.109 · DOI
- 10.5951/AT.35.8.0014 · DOI
- Marshall, S., 1990, Assessing higher order thinking in mathematics
- 10.21236/ADA235561 · DOI
- Marshall, S. P., 1992, Test theory for a new generation of tests, 155
- Marshall, S. P., 1993, Test theory for a new generation of tests, 155
- 10.21236/ADA205594 · DOI
- Marshall, S., 1987, Schema knowledge structures for representing and understanding arithmetic story problems
- 10.1080/00461520.1986.9653028 · DOI
- Riley, M. S., 1983, The development of mathematical thinking, 153
- Rosenshine, B., 1986, Educational Leadership, 43, 60
- Rosenshine, B., 1984, Handbook of reading research, 745
- Silbert, J., 1990, Direct instruction mathematics
Cited by
Sorted by citations
Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis
Kroesbergen, E. H., & Van Luit, J. E. H. (2003) · Remedial and Special Education · doi:10.1177/07419325030240020501 · Cited by 549
“Some studies showed very high effect sizes (up to 12 or 14; Jitendra & Hoff, 1996; Van Luit & Van der Aalsvoort, 1985).”
BackgroundEffective Programs in Elementary Mathematics: A Best-Evidence Synthesis
Slavin, R. E., & Lake, C. (2008) · Review of Educational Research · doi:10.3102/0034654308317473 · Cited by 407
“…to treatment Duration less than 12 weeks Inadequate outcome measure (continued) APPENDIX A (continued) Author Fuchs, Fuchs, Finelli, et al. (2006) Fuchs, Fuchs, Prentice, Burch, Hamlett, Owen, Hosp, et al. (2003) Fuchs, Fuchs, Prentice, et al. (2004) Jitendra et al. (1998) Jitendra & Hoff (1996)”
MethodYan, P.-X., Jitendra, A. K., & Deatline-Buchman, A. (2005) · The Journal of Special Education · doi:10.1177/00224669050390030501 · Cited by 265
Self-citationVisual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities
van Garderen, D., & Montague, M. (2003) · Learning Disabilities Research and Practice · doi:10.1111/1540-5826.00079 · Cited by 243
“…that instruction involving visual-spatial representation as a component does seem to improve math problem solving for students with LD (Hutchinson, 1993; Jitendra & Hoff, 1996; Marsh & Cooke, 1996; Montague, Applegate, & Marquard, 1993; Montague & Bos, 1986; Parmar, 1992; Zawaiza & Gerber, 1993).”
BackgroundJitendra, A. K., DiPipi, C. M., & Perron-Jones, N. (2002) · The Journal of Special Education · doi:10.1177/00224669020360010301 · Cited by 205
“…schema-based research studies reported in the literature have focused on teaching addition and subtraction word problems (i.e., change, group, compare; e.g., Jitendra et al., 1998; Jitendra & Hoff, 1996; Jitendra et al., 1999) or algebra word problems (Hutchinson, 1993; Maccini & Hughes, 2000).”
InfluentialSelf-citation
Metadata
- Authors
- Jitendra, A. K., & Hoff, K.
- Affiliations
- Lehigh University (US)
- ORCID
- Jitendra, Asha K.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 1996-07
- Volume
- 29
- Issue
- 4
- Pages
- 422-431
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2035366074
- Cited by
- 169
- References
- 0
- Citations by year
- 2026: 5 · 2025: 3 · 2024: 6 · 2023: 3 · 2022: 8 · 2021: 6 · 2020: 11 · 2019: 4 · 2018: 3 · 2017: 7 · 2016: 16 · 2015: 7 · 2014: 8 · 2013: 9 · 2012: 9
- FWCI
- 4.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- schema-based instruction, mathematical word problem solving, learning disabilities, direct instruction, elementary school students, maintenance of intervention effects, mathematics education
- MeSH terms
- Achievement, Child, Curriculum, Education, Special, Female, Follow-Up Studies, Humans, Learning Disabilities, Male, Problem Solving
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
