Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck
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Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities
The purpose of this study was to investigate the effects of the concrete-representational-abstract–integrated (CRA-I) sequence on students with learning disabilities’ performance when learning fraction and decimal concepts. Three elementary students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The intervention involved explicit use of fraction blocks, coins, base ten blocks, number lines, pictures, and abstract symbols to teach unit fractions, fraction and decimal equivalence, addition of fractions with unlike denominators, and writing fractions as decimals. The researchers demonstrated a functional relation between CRA-I and three different behaviors related to fraction concepts: decreased error in estimating fraction magnitude, addition of unlike fractions, and writing fractions as decimals. The findings show promise in the use of CRA-I for teaching fraction concepts to students with learning disabilities.
期刊介绍：
Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.
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