Abstract
The present study summarized three studies of schema-based instruction (SBI), a research-based Tier 1 mathematics program implemented in general education classrooms. We evaluated the efficacy of SBI in improving the mathematics achievement of seventh-grade students, including students with or at risk for mathematics disabilities (MD). The three SBI studies included an overall sample of 3,846 students, some of whom were categorized as having MD and 161 teachers in 104 schools from three states, with treatment length of about 6 weeks. Teachers and their classrooms in each study were randomly assigned to either the SBI or control condition. For the overall sample, results showed that SBI students scored significantly higher and showed more linear growth over time than control students on proportional problem solving. Similar results favoring the SBI condition were also found for students with or at risk for MD. These findings suggest that SBI focused on proportional reasoning instruction is a feasible Tier 1 mathematics program for all students. We discuss implications of the SBI program for meeting the diverse needs of students in the multi-tiered systems of support (MTSS) framework and suggest future directions. Subscribe to LDMJ
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Learning Disabilities: A Multidisciplinary Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
