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Teaching arithmetic to students with learning disabilities : a unique approach

The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to touch and count the dots on numbers 1 to 9 in a specified pattern and an intervention phase where students progressed through nine levels of addition problems. The final stage consisted of three-row, double-digit addition problems requiring regrouping with touch points removed. Results indicate that the 3 subjects were able to learn and apply the dot-notation method successfully and were able to retain the method from one and a half to four and a half months after completing instruction. Suggestions for future research and for teachers are discussed.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.29522
Date January 2002
CreatorsSimon, Rebecca A.
ContributorsHanrahan, Jim (advisor)
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Educational and Counselling Psychology..)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 001955851, proquestno: MQ85873, Theses scanned by UMI/ProQuest.

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