The Effectiveness of Schema-Based Instruction as a Tier 1 Intervention On the Proportional Reasoning of Students with Different Types of Learning Difficulties

• In Event: Contemporary Issues in Special Education

Abstract

This study examined the effectiveness of schema-based instruction (SBI) as a Tier 1 intervention on the mathematical problem solving performance of students belonging to three achievement groups: students with mathematics difficulties (MD), students with both mathematics and reading difficulties (MD-RD), and normally achieving students (no difficulties group, ND). The study compared the learning outcomes for 974 students in 42 classrooms that were randomly assigned to treatment (SBI) or control condition. Results indicated that students in the SBI condition significantly outperformed students in the control condition for all achievement groups. These results demonstrate that SBI was more effective than typical mathematics instruction for students with different types of learning difficulties.

Authors

• Asha K. Jitendra, University of Minnesota

• Jon R. Star, Harvard University

• Cara Bauer, University of Minnesota

• Danielle Nicole Dupuis, University of Minnesota - Twin Cities