Students with learning disabilities often struggle to explore and apply problem-solving strategies to mathematical word problems, with challenges becoming particularly evident when learning fractions due to their abstract nature and conceptual complexity. This study investigated the effects of Solve It! strategy combined with video modeling on solving mathematical word problems among three South Korean elementary students with learning disabilities or at risk. Using a single-case experimental multiple-probe design across participants, the findings revealed a functional relation between the intervention and students’ accuracy in solving word problems. All participants maintained the skill for 4 weeks after the intervention ended. Implications and directions for future research were also discussed.
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