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Abstract
Thirty-two students enrolled in one of four sixth-grade classrooms across two elementary schools participated in this study. Students receiving supplemental and intensive instruction in math and those with math-related disabilities were participants. A treatment and control, pre/postexperimental design was used to examine the effect of preteaching using a gradual instructional sequence on students' accuracy in solving fraction computations. Prior to each unit, students were pretaught three essential prerequisite skills related to the upcoming general education core math unit. Findings indicate that the combination of preteaching using the concrete-representational-abstract instructional sequence can be effective at improving the overall fraction computations of students with or at risk for disabilities.
Additional information
Notes on contributors
Sarah J. Watt
Sarah J. Watt is a special education professor at Miami University. Her research interests include academic interventions that support inclusive practices for students with disabilities.
William J. Therrien
William J. Therrien is a special education professor in the Curry School at the University of Virginia. His research interests include examining academic interventions for students with cognitive disabilities.