Solving Word Problems Using Schemas: A Review of the Literature

Abstract

Solving word problems is a difficult task for students at–risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at–risk for or with LD to become more proficient at word–problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word–problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for second– and third–grade students at–risk for or with LD: schema–based instruction and schema–broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word–problem skill of students at–risk for or with LD. Based on the review, suggestions are provided for incorporating word–problem instruction using schemas.