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dc.contributor.authorNylund, Jana W. Hill
dc.date.accessioned2014-03-04T03:27:56Z
dc.date.available2014-03-04T03:27:56Z
dc.date.issued2008-08
dc.identifier.othernylund_jana_w_200808_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/nylund_jana_w_200808_phd
dc.identifier.urihttp://hdl.handle.net/10724/25014
dc.description.abstractThe purpose of this study was to evaluate the effectiveness of an intervention designed to increase the percent correct of word problem solving for math word problems for eighth-grade math students with learning disabilities. The single-subject research methodology consisted of a multiple-probe design across students. The independent variable was instruction in a learning strategy created to assist students in discerning the important information contained in word problems and organizing the information into an understandable and solvable format so that an accurate solution could be obtained. Data was collected on the participants use of the strategy for accurate problem completion. The results indicated that the strategy was effective in increasing the percent of correct responses for solving math word problems for all participants. Additionally, all of the students responded favorably to the intervention. Instructional and research implications are discussed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMnemonic learning strategy
dc.subjectAdolescent
dc.subjectLearning disabilities
dc.subjectSingle-subject methodology
dc.subjectMultiple probe
dc.subjectDissertation
dc.titleImproving math problem solving strategies of middle school students with learning disabilities
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCommunication Sciences and Special Education
dc.description.majorSpecial Education
dc.description.advisorCecil Fore
dc.description.committeeCecil Fore
dc.description.committeeGayle Nadrews
dc.description.committeeRichard Boon
dc.description.committeeJohm Langone


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