Applying schema-broadening instruction to Remediate Word Problem Deficits Among Students With Mathematics Disabilities

The primary purpose of this study was to assess the effectiveness of Schema Broadening Instruction (SBI) for 2nd graders with math disabilities. in this quasi-experimental study 8 students with mathematics disability (cutoff scores first quartile in 5 subtests of NAMA reading test full Intelligence Quotient scores in the normal range (> 85) were participated in one by one tutoring program on word problems (i.e., Pirate Math). Control group (n=8) have received no tutoring.
Pirate Math has focused on the foundational skills of Number Combinations, procedural calculations, and algebra. Tutoring occurred for 5 weeks, 3 sessions per week and 20–30 min per session. Results of repeated measure analysis provide support for the effectiveness of Pirate Math. Relative to the control condition, Pirate Math enhanced word problem skill (ŋ2 =.66 vs. ŋ2 =.02 ) as well as, procedural computation ( in addition ŋ2 =.87 vs. ŋ2 =.25; in subtraction ŋ2 =.97 vs. ŋ2 =.16), and algebra (ŋ2 =.78 vs. ŋ2 =.28) in experimental condition. Schema Broadening Instruction has considered Principles of Effective Intervention for students with mathematics disabilities. Results demonstrated the efficacy of these tutoring protocols for remediating key deficits of students with mathematics disability. So, it can be used in math instruction for this group of students.