The Concrete--Representational--Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis.
As researchers and practitioners have increasingly become interested in what practices are evidence based and for whom in education, different sets of quality indicators and evidence-based practice standards have emerged in the field of special education. Practices are commonly suggested as evidence...
| Publicado en: | Remedial & Special Education Vol. 39; no. 4; pp. 211 - 229 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jul/Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130798974&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130798974 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07419325 RSE jtl: Remedial & Special Education issn: 07419325 maglogo: Y pubinfo: dt: Jul/Aug2018 vid: 39 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 130798974 130798974 130798974 10.1177/0741932517721712 130798974 ppf: 211 ppct: 18 formats: tig: atl: The Concrete--Representational--Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis. aug: au: Bouck, Emily C. Satsangi, Rajiv Park, Jiyoon Maggin, Daniel affil: Michigan State University, East Lansing, USA sug: subj: Students with Disabilities Intellectual Disability Education, Special Professional Practice, Evidence-Based Systematic Review Meta Synthesis Human ERIC Database Psycinfo Quality Improvement ab: As researchers and practitioners have increasingly become interested in what practices are evidence based and for whom in education, different sets of quality indicators and evidence-based practice standards have emerged in the field of special education. Practices are commonly suggested as evidence based, even without a best evidence synthesis on the existing research, such as the case with the concrete-representational-abstract (CRA) instructional framework to support students with disabilities in mathematics. This study sought to support the classification of the CRA instructional framework as an evidence-based approach for students with learning disabilities by applying quality indicators and standards of evidence-based practice by Cook et al. (2014). Based on the application of the indicators and standards, the CRA instructional framework was determined to be an evidence-based practice for students with learning disabilities who struggle in mathematics relative to computational problems, such as addition, subtraction, and multiplication, largely with regrouping. pubtype: Academic Journal doctype: research systematic review tables/charts meta synthesis Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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