The Quality of Evidence for Instructional Strategies That Use Representations for Students With Mathematics Difficulties

• In Event: 29.085 - Academic Interventions for Individuals With Disabilities

Abstract

The purpose of the present study was to examine the research base supporting the effectiveness of instructional strategies that use representations on the mathematics achievement of students with learning disabilities and those with MD. Specifically, we evaluated the research evidence to determine (1) the methodological quality of 12 group design studies using the quality indicators (QIs) and (2) whether the compilation of studies met the standards for evidence-based practice proposed by Gersten et al. (2005). Results indicated that four studies met the criteria for high-quality research and five studies met the criteria for acceptable-quality research. Based on these findings, strategy instruction that uses representations is considered an evidence-based practice. Implications for future research and practice are discussed.

Authors

• Asha K. Jitendra, University of Minnesota

• Gena Nelson, University of Minnesota - Twin Cities

• Sandra Moran Pulles, University of Minnesota - Twin Cities

• Allyson J. Kiss, University of Minnesota

• James Houseworth, University of Minnesota