الملخص الإنجليزي
This study aims to examine the effectiveness of a schema-based
instruction strategy in improving mathematics word problem solving and
working memory performance of third grade students with learning
disabilities. The adopted a quasi-experimental design. Forty third grade
students from both genders, who were referred for learning disabilities
program in schools in Al-Musnaa at Al-Batinah South Governorate
participated in the study. Students received a diagnosis of LD based on
the aptitude discrepancy model in which an achievement test and an
aptitude test (Raven's Coloured Successive Matrices) were used to
determine the existence of a discrepancy. Students were divided into two
equal groups, a control group and experimental group, each group
included (20) students. Study instruments included a mathematics word
problem solving test, a working memory test, and the schema-based
intervention program. Results of the study showed that there were
statistically significant differences between the mean scores of control
ح
groups and experimental in word problem solving and working memory
performance. More specifically, there were statistically significant
differences in students of the experimental group in the word problem
solving performance between the pre, during the implementation, and post
intervention phases in favor of the post intervention phases and in favor of
the type of Assembly problems. Implication of using schema-based
instruction strategy with students with LD are discussed in the light of the
study findings.
