Jitendra A K, Hoff K
Department of Education and Human Services, College of Education, Lehigh University, Bethlehem, PA 18015-4792, USA.
J Learn Disabil. 1996 Jul;29(4):422-31. doi: 10.1177/002221949602900410.
This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third- and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.
本研究考察了基于图式的直接教学策略对三名患有学习障碍的三、四年级学生（2名女生，1名男生）解决应用题表现的影响。采用了一种适用于学生的多探针设计。结果表明，该干预措施成功提高了所有3名学生解决应用题的正确答案百分比。此外，在研究结束2至3周后，观察到学生解决应用题的能力得以维持。学生访谈表明该策略是有益的。对不同学生和问题类型（如多步骤问题）进行进一步研究，以及对该策略的长期效果及其在新情境中的应用进行调查似乎是有必要的。
