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Preventing School Failure: Alternative Education for Children and Youth Volume 60, 2016 - Issue 4
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Original Articles

Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

Margaret M. FloresAuburn University, Auburn, AL, USACorrespondence[email protected]
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Vanessa M. HintonAuburn University, Auburn, AL, USAView further author information
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Megan E. BurtonAuburn University, Auburn, AL, USAView further author information
Pages 345-355 | Published online: 08 Apr 2016

Citations (18)

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Sarah R. Powell, Katherine A. Berry, Anna-Maria Fall, Greg Roberts, Marcia A. Barnes, Lynn S. Fuchs, Amanda Martinez-Lincoln, Suzanne R. Forsyth, Rebecca K. Vinsonhaler, Sarah A. Benz, Brenda L. Zaparolli & Xin Lin. (2022) Does Word-Problem Performance Maintain? Follow-Up One Year After Implementation of a Word-Problem Intervention. Journal of Research on Educational Effectiveness 15:1, pages 52-77.
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Margaret M. Flores & Jessica H. Milton. (2020) Teaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence. Exceptionality 28:2, pages 142-160.
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Corey Peltier, Mindy E. Lingo, Malarie E. Deardorff, Faye Autry & Carli R. Manwell. (2020) Improving Word Problem Solving of Immediate, Generalized, and Combined Structured Problems via Schema-Based Instruction. Exceptionality 28:2, pages 92-108.
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Articles from other publishers (15)

Sarah G. King & Sarah R. Powell. (2023) Language Proficiency and the Relation to Word‐Problem Performance in Emergent Bilingual Students with Mathematics Difficulties. Learning Disabilities Research & Practice 38:4, pages 263-273.
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Sarah R. Powell, Emily C. Bouck, Marah Sutherland, Ben Clarke, Tessa L. Arsenault & Shaqwana Freeman-Green. (2022) Essential Components of Math Instruction. TEACHING Exceptional Children 56:1, pages 14-24.
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Elizabeth A. Stevens, Suzanne R. Forsyth & Sarah R. Powell. (2022) Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books. The Elementary School Journal 123:2, pages 318-343.
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Shudong Zhang, Shuyuan Yu, Jing Xiao, Yunting Liu & Ting Jiang. (2021) The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. International Journal of Science and Mathematics Education 20:7, pages 1481-1498.
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Sarah R. Powell, Katherine A. Berry, Anasazi N. Acunto, Anna-Maria Fall & Greg Roberts. (2021) Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty. Journal of Learning Disabilities 55:5, pages 359-374.
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Huan CHIN, Cheng Meng CHEW & Menaga SUSEELAN. (2022) Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis. Participatory Educational Research 9:4, pages 445-468.
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Sarah R. Powell, Sarah A. Benz, Erica N. Mason & Erica S. Lembke. (2022) How to Structure and Intensify Mathematics Intervention. Beyond Behavior 31:1, pages 5-15.
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Sarah R. Powell, Jessica M. Namkung & Xin Lin. (2022) An Investigation of Using Keywords to Solve Word Problems. The Elementary School Journal 122:3, pages 452-473.
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Tessa L. Arsenault & Sarah R. Powell. (2022) Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty. Learning Disabilities Research & Practice 37:1, pages 37-50.
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Corey Peltier, Tracy E. Sinclair, Joshua M. Pulos & Andrea Suk. (2019) Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems. The Journal of Special Education 54:2, pages 101-112.
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Daniel A. Parker & Elizabeth A. Roumell. (2020) A Functional Contextualist Approach to Mastery Learning in Vocational Education and Training. Frontiers in Psychology 11.
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Sarah R. Powell, Katherine A. Berry & Sarah A. Benz. (2020) Analyzing the word-problem performance and strategies of students experiencing mathematics difficulty. The Journal of Mathematical Behavior 58, pages 100759.
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Sarah R. Powell, Katherine A. Berry & Marcia A. Barnes. (2019) The role of pre-algebraic reasoning within a word-problem intervention for third-grade students with mathematics difficulty. ZDM 52:1, pages 151-163.
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Yuliya Ardasheva, Sarah N. Newcomer, Gisela Ernst-Slavit, Steven J. Morrison, Judith A. Morrison, Kira J. Carbonneau & Lindsay K. Lightner. (2019) Decision-Making Practices of Experienced Upper Elementary Teachers during Small Group Instruction to Support English Learners. The Elementary School Journal 120:1, pages 88-108.
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Corey J. Peltier, Kimberly J. Vannest & Josh J. Marbach. (2018) A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs. The Journal of Special Education 52:2, pages 89-100.
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