%0 Journal Article
%T Priming Mathematics Word Problem Structures in a Rural Elementary Classroom
%A Cynthia C. Griffin
%A Jont¨¦ A. Myers
%A Joseph C. Gagnon
%A Maggie H. Jossi
%A Tracy G. Ulrich
%J Rural Special Education Quarterly
%@ 2168-8605
%D 2018
%R 10.1177/8756870518772164
%X This study examined mathematics strategy instruction that primes the common underlying structures of word problems using explicit instruction in a rural elementary classroom with fourth- and fifth-grade students with and without disabilities (n = 27). Although intervention students did not outperform control condition students on a word problem solving (WPS) measure (p = .054), a statistically significant interaction effect was found (p = .003). Follow-up analyses revealed that the WPS pretest¨Cposttest gain was significant for the intervention group only. Students with disabilities in both conditions did not improve performance. Implications for practice and research in rural school classrooms are presented
%K curriculum design
%K learning disabilities
%K rural elementary education
%U https://journals.sagepub.com/doi/full/10.1177/8756870518772164