Focus on inclusion reciprocal teaching as a comprehension strategy for understanding mathematical word problems

Reading and Writing Quarterly

Volumn 20, Issue 2, 2004, Pages 225-229

  Garderen, Delinda van ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008834252     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560490272702     Document Type: Article

References (11)

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2. Flick, L. B., & Lederman, N. G. (2002). The value of teaching reading in the context of science and mathematics, School Science and Mathematics, 102(3), 105-106.
3. Geary, D. C. (1996). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
4. Miller, S. P., & Mercer, C. D. (1993). Using a graduated word problem sequence to promote problem-solving skills. Learning Disabilities Research and Practice, 8(3), 169-174.
5. Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathematics disabilities. In D. P. Rivera (Ed.), Mathematics education for students with learning disabilities: Theory to practice (pp. 81-96). Austin, TX: Pro-Ed.
6. Montague, M. (1997). Cognitive strategy instruction in mathematics for students with learning disabilities. In D. P. Rivera (Ed.), Mathematics education for students with learning disabilities: Theory to practice (pp: 177-200). Austin, TX: Pro-Ed.
7. Muth, D. K. (1997). Using cooperative learning to improve reading and writing in mathematical problem solving. Reading & Writing Quarterly, 13(1), 71-83.
8. Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring acitivities. Cognition and Instruction, 1, 11-175.
9. Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York, NY: The Guilford Press.
10. Salend, S. J. (2001). Creating inclusive classrooms: Effective and reflective practices. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
11. van Garderen, D., & Montague, M. (2003). Visual-spatial-representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research and Practice, 18(4), 246-254.