Schema-based instruction is an effective approach to math word problem solving in students with specific learning disorder

word problem solving is a key component in learning mathematics that starts from elementary school. Conventional teaching methods in schools have had little success in improving the word problems in students with specific learning disorder. The aim of this study was to investigate the effectiveness of schema-based instruction in improving the math word problems in students with specific learning disorder with mathematical impairment.

The present study is a quasi-experimental study in the form of ABA design as a single case. The case of this study was an 8-years old male student in the third grade of primary school who referred to the LD of District 4 of Tabriz. The tools used in this study include; WISC-IV, Iran Key Math , word problem solving fluency(WPS-F).

The findings of the study showed the effectiveness of schema-based instruction in improving the math word problems, which these interventions were able to improve the subjectchr('39')s condition by 53% from the baseline.

The results showed that students with special learning disabilities with mathematical impairment can learn word problem-solving skills well using schema-based instruction.