SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions with Unlike Denominators

Autor/inn/en	Ennis, Robin Parks; Losinski, Mickey
Titel	SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions with Unlike Denominators
Quelle	In: Journal of Learning Disabilities, 52 (2019) 5, S.399-412 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennis, Robin Parks)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219419859509
Schlagwörter	At Risk Students; Disabilities; Addition; Subtraction; Fractions; Arithmetic; Mathematics Instruction; Teaching Methods; Small Group Instruction; Grade 5; Elementary School Students; Program Effectiveness; Learning Strategies + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Subtraktion; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students' digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01