Abstract
We investigated the effects of self-regulated strategy instruction on the ability of four elementary-school students with mild handicaps (2 with learning disabilities [LD] and 2 with mild mental retardation [MMR]) to perform 4 types of addition and subtraction word problems. We used a multiple baseline design and a self-instructional strategy to address story problem solving. Results indicated that the strategy was effective in increasing the number of correctly solved word problems. Gains were maintained across a 6 and 8 week follow-up check. The study supports previous research indicating that cognitive strategies are effective for students with LD and suggests that cognitive strategies are appropriate for students with MMR.
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Cassel, J., Reid, R. Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities. J Behav Educ 6, 153–172 (1996). https://doi.org/10.1007/BF02110230
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DOI: https://doi.org/10.1007/BF02110230