University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 4 2016 08 22 Effectiveness of direct instruction in math performance of students with specific learning disability Effectiveness of direct instruction in math performance of students with specific learning disability 108 122 435 FA F Nosrat Corresponding Author: Assistant Professor of Psychology, University of Tehran B Ghobari Bonab Professor of Psychology, University of Tehran M Vakilinejad MA of Psychology, Azad University H Afshar Lecturer Department of Educational Psychology and Counseling, University of Tehran Journal Article 2016 08 29 The present investigation was performed to study the effect of direct instruction on math performance of students with specific learning disability. To this end, 32 students (16 males and 16 females) with specific learning disability were selected through random selection. After diagnosis of these students' math problem, they were divided into two groups: 16 students (8 female and 8 male) were assigned to a control group and the remaining other 16 were assigned to an experimental group (8 female and 8 male). To gather data Wechsler Intelligence Scale-Revised and Raven Matrixes were used to assess participants intellectual functioning and teacher-made Math Inventory were designed to assess the math performance of students. Research design was true experimental design: pre-test, post-test and control group design. Four groups were constituted of following: male experimental, female experimental, male control and the female control groups. Two experimental groups were in treatment condition to whom 16- sixty minute sessions of math teaching with direct instruction method were applied. Analysis of covariance was used to analysis the data. Result showed greater improvement in experimental group in regard to math performance (P<0.01). This result indicated that direct instruction was a useful method to teach math concepts to students with specific learning disability.   The present investigation was performed to study the effect of direct instruction on math performance of students with specific learning disability. To this end, 32 students (16 males and 16 females) with specific learning disability were selected through random selection. After diagnosis of these students' math problem, they were divided into two groups: 16 students (8 female and 8 male) were assigned to a control group and the remaining other 16 were assigned to an experimental group (8 female and 8 male). To gather data Wechsler Intelligence Scale-Revised and Raven Matrixes were used to assess participants intellectual functioning and teacher-made Math Inventory were designed to assess the math performance of students. Research design was true experimental design: pre-test, post-test and control group design. Four groups were constituted of following: male experimental, female experimental, male control and the female control groups. Two experimental groups were in treatment condition to whom 16- sixty minute sessions of math teaching with direct instruction method were applied. Analysis of covariance was used to analysis the data. Result showed greater improvement in experimental group in regard to math performance (P<0.01). This result indicated that direct instruction was a useful method to teach math concepts to students with specific learning disability.   https://jld.uma.ac.ir/article_435_c1ecc6887a476608ff9d6736fec44484.pdf