Doctor of Philosophy in Special Education
First Committee Member
Susan Miller, Chair
Second Committee Member
Third Committee Member
Graduate Faculty Representative
Number of Pages
Many students, specifically those with learning disabilities, struggle to master foundational computation skills such as addition with regrouping. With this in mind, the purpose of this research was to examine the effects of strategy instruction that involved the use of the concrete-representational-abstract teaching sequence on the addition with regrouping computation and word problem-solving skills of students with learning disabilities. This study involved the use of a multiple probe across participants design with two replications. The participants included nine second through sixth graders who had been identified as having a learning disability and were demonstrating mathematics difficulties. There were three females (i.e., one White third grader, one Hispanic fourth grader, and one Hispanic sixth grader) and six males (i.e., two White second graders, two Hispanic third graders, one White third grader, and one Hispanic fifth grader). The participants received 20 lessons (Miller, Kaffar, & Mercer, 2011) that involved the use of strategy instruction and the concrete-representational-abstract teaching sequence to teach addition with regrouping to students with learning disabilities. The instructional method used in these lessons involved the combination of the concrete-representational-abstract sequence and the use of two mathematics strategies (i.e., RENAME and FAST RENAME). The results revealed that students with learning disabilities improved their abilities to solve addition with regrouping computation and word problems after receiving strategy instruction that involved the use of the concrete-representational-abstract teaching sequence. Additionally, most participants were able to maintain and generalize their abilities to solve addition with regrouping computation and word problems two weeks after receiving the intervention.
Addition – Study and teaching (Elementary); Arithmetic – Study and teaching (Elementary); Concrete-representational-abstract sequence; Learning disabled children
Elementary Education and Teaching | Science and Mathematics Education | Special Education and Teaching
Carmack, Christi Miller, "Investigating the Effects of Addition with Regrouping Strategy Instruction Among Elementary Students with Learning Disabilities" (2011). UNLV Theses, Dissertations, Professional Papers, and Capstones. Paper 1089.