This study explored the effectiveness of Self-regulated Strategy Development in improving mathematical writing (MW) performance for three seventh grade students with mathematics difficulties (MD). A total of 12 lessons were taught by a special education teacher, focusing on the utilization of PRISM✓ strategy to support students’ MW performance in multiplicative problem solving and reasoning. To assess the impacts of the intervention, a multiple probe design across the participants was employed to visualize the functional relations between the intervention and dependent measures. Following the intervention, all students demonstrated improvements in their MW performance. They wrote longer paragraphs, skillfully used the strategy, and showed qualitative enhancements in their written mathematical problem-solving and reasoning. However, the maintenance and generalization effects varied among the students. The implications for future research and practice were discussed.
AlonzoJ.TindalG.UlmerK.GlasgowA. (2006). easyCBM® online progress monitoring assessment system. University of Oregon, Behavioral Research and Teaching. http://easycbm.com
2.
ArsenaultT. L.PowellS. R.HebertM. A.KingS. G.LinX.LangD. (2023). Mathematics-writing profiles for students with mathematics difficulty. Reading and Writing: An Interdisciplinary Journal, 36, 2025–2052. https://doi.org/10.1007/s11145-022-10375-2
3.
ArsenaultT. L.PowellS. R.KingS. G. (2025). Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods. Reading and Writing: An Interdisciplinary Journal, 38, 1039–1081. https://doi.org/10.1007/s11145-024-10530-x
4.
BakerS. K.ChardD. J.Ketterlin-GellerL. R.ApichatabutraC.DoablerC. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75(3), 303–318. http://doi.org/10.1177/001440290907500303
5.
BryantD. P.BryantB. R.HammillD. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168–177. https://doi.org/10.1177/002221940003300205
CollinsA. A.CiulloS.GrahamS.SigafoosL. L.GuerraS.DavidM.JuddL. (2021). Writing expository essays from social studies texts: A self-regulated strategy development study. Reading and Writing: An Interdisciplinary Journal, 34, 1623–1651. https://doi.org/10.1007/s11145-021-10157-2
8.
Cuenca-CarlinoY.Freeman-GreenS.StephensonG. W.HauthC. (2016). Self-regulated strategy development instruction for teaching multi-step equations to middle school students struggling in math. The Journal of Special Education, 50(2), 75–85. https://doi.org/10.1177/0022466915622021
9.
FitzPatrickE. R.McKeownD. (2021). Writing from multiple source texts: SRSD for fifth grade learners in inclusive settings. Learning Disabilities Research & Practice, 36(3), 188–200. https://doi.org/10.1111/ldrp.12257
10.
FloresM. M.HintonV. M. (2022). The effects of a CRA-I intervention on students’ number sense and understanding of addition. Remedial and Special Education, 43(3), 183–194. https://doi.org/10.1177/07419325211038009
11.
GastD. L.LedfordJ. R. (2014). Single case research methodology. Routledge.
12.
GearyD. C.HoardM. K.Byrd-CravenJ.DeSotoM. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121–151. https://doi.org/10.1016/j.jecp.2004.03.002
13.
Gillespie RouseA.KiuharaS. A. (2017). SRSD in writing and professional development for teachers: Practice and promise for Elementary and middle school students with learning disabilities. Learning Disabilities Research & Practice, 32, 180–188. https://doi.org/10.1111/ldrp.12140
14.
GrahamS.HarrisK. R. (2013). Common Core State Standards, writing, and students with LD: Recommendations. Learning Disabilities Research & Practice, 28(1), 28–37. https://doi.org/10.1111/ldrp.12004
15.
GrahamS.KiuharaS. A.HarrisK. R.FishmanE. J. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal, 118(1), 82–104. https://doi.org/10.1086/693009
16.
HarrisK. R. (2021). SRSD instructional research for students with or at–risk for LD across the content areas: History and reflections. Learning Disabilities Research & Practice, 36(3), 235–241. https://doi.org/10.1111/ldrp.12260
17.
HarrisK. R.GrahamS. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22(4), 251–262. https://doi.org/10.2307/1511259
18.
HarrisK. R.GrahamS.MasonL. H.FriedlanderB. (2008). Powerful writing strategies for all students. Paul H. Brooks Publishing.
19.
HebertM. A.PowellS. R. (2016). Examining fourth-grade mathematics writing: Features of organization, mathematics vocabulary, and mathematical representations. Reading and Writing: An Interdisciplinary Journal, 29(7), 1511–1537. https://doi.org/10.1007/s11145-016-9649-5
20.
HughesE. M.LeeJ. (2020). Effects of a mathematical writing intervention on middle school students’ performance. Reading & Writing Quarterly, 36(2), 176–192. https://doi.org/10.1080/10573569.2019.1677537
21.
HughesE. M.PowellS. R.StevensE. A. (2016). Supporting clear and concise mathematics language: Instead of that, say this. TEACHING Exceptional Children, 49(1), 7–17. https://doi.org/10.1177/0040059916654901
22.
HughesE. M.RiccominiP. J.LeeJ. (2020). Investigating written expressions of mathematical reasoning for students with learning disabilities. The Journal of Mathematical Behavior, 58, Article 100775. https://doi.org/10.1016/j.jmathb.2020.100775
23.
HughesE. M.RiccominiP. J.LeeJ.CookM. J.SelfridgeK. (2024). Exploration of an SRSD writing strategy on students’ written expressions of math reasoning and sensemaking. The Elementary School Journal, 124(4), 513–541. https://doi.org/10.1086/730114
24.
KiuharaS. A.Gillespie RouseA.DaiT.WitzelB. S.MorphyP.UnkerB. (2020). Constructing written arguments to develop fraction knowledge. Journal of Educational Psychology, 112(3), 584–607. https://doi.org/10.1037/edu0000391
25.
KiuharaS. A.LevinJ. R.TolbertM.O-KeeffeB. V.O-NeillR. E.JamesonJ. M. (2024). Teaching argument writing in math class: Challenges and solutions to improve the performance of 4th and 5th graders with disabilities. Reading and Writing: An Interdisciplinary Journal, 37, 1515–1544.
26.
LedfordJ. R.GastD. L. (Eds.). (2018). Single case research methodology. Routledge.
27.
LeeJ. Y.HughesE. M.RiccominiP. J. (2024). What to assess for mathematical writing: The dimensionality of written expression for mathematical problem solving and reasoning. In ColonesseM. W.CasaT.CardettiF. (Eds.), Illuminating and advancing the path for mathematical writing research. IGI Global. https://doi.org/10.4018/978-1-6684-6538-7.ch012
28.
LepakJ. R.WernetJ. L.AyiekoR. A. (2018). Capturing and characterizing students’ strategic algebraic reasoning through cognitively demanding tasks with focus on representations. The Journal of Mathematical Behavior, 50, 57–73. https://doi.org/10.1016/j.jmathb.2018.01.003
29.
LosinskiM.EnnisR. P.SandersS.WisemanN. (2019). An investigation of SRSD to teach fractions to students with disabilities. Exceptional Children, 85(3), 291–308. https://doi.org/10.1177/0014402918813980
30.
MattaM.VolpeR. J.BrieschA. M.OwensJ. S. (2020). Five direct behavior rating multi-item scales: Sensitivity to the effects of classroom interventions. Journal of School Psychology, 81, 28–46. https://doi.org/10.1016/j.jsp.2020.05.002
31.
McKeownD.FitzPatrickE.EnnisR. P.SandersS. (2021). Self-regulated strategy development: A framework for effective instruction across the content Areas. Learning Disabilities Research & Practice, 36(3), 184–187. https://doi.org/10.1111/ldrp.12256
32.
MonroeB. W.TroiaG. A. (2006). Teaching writing strategies to middle school students with disabilities. The Journal of Educational Research, 100(1), 21–33. https://doi.org/10.3200/JOER.100.1.21-33
33.
NamkungJ. M.HebertM.PowellS. R.HoinsM.BrickoN.TorchiaM. (2020). Comparing and validating four methods for scoring mathematics writing. Reading & Writing Quarterly, 36(2), 157–175. https://doi.org/10.1080/10573569.2019.1700858
ParkerR. I.VannestK. J.DavisJ. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303–322. https://doi.org/10.1177/0145445511399147
38.
ParkerR. I.VannestK. J.DavisJ. L.SauberS. B. (2011). Combining nonoverlap and trend for single case research: Tau-U. Behavior Therapy, 42(2), 284–299. http://doi.org/10.1016/j.beth.2010.08.006
39.
PeltierC.GarwoodJ. D.McKennaJ.PeltierT.SendraJ. (2021). Using the SRSD instructional approach for argumentative writing: A look across the content areas. Learning Disabilities Research & Practice, 36(3), 224–234. https://doi.org/10.1111/ldrp.12255
40.
PowellS. R.DriverM. K. (2015). The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. Learning Disability Quarterly, 38, 221–233. https://doi.org/10.1177/0731948714564574
41.
PowellS. R.HebertM. A. (2016). Influence of writing ability and computational skill on mathematics writing. The Elementary School Journal, 117(2), 310–335. https://doi.org/10.1086/688887
42.
PowellS. R.NelsonG. (2017). An investigation of the mathematics-vocabulary knowledge of first-grade students. The Elementary School Journal, 117(4), 664–686. https://doi.org/10.1086/691604
43.
PustejovskyJ. E.ChenM.HamiltonB.GrekovP. (2023). scdhlm: A web-based calculator for between-case standardized mean differences (Version 0.7.2) [Web application]. https://jepusto.shinyapps.io/scdhlm
44.
RaghubarK. P.BarnesM. A.HechtS. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20(2), 110–122. https://doi.org/10.1016/j.lindif.2009.10.005
45.
RiccominiP. J.HughesE. M.DeshpandeD.LeeJ. Y.FiveashL.LinT.-H. (2024). Teaching fifth-grade students with specific learning disabilities to explain their mathematical reasoning through written expression. Learning Disabilities Quarterly, 47(2), 124–136. https://doi.org/10.1177/07319487241235148
46.
RiccominiP. J.SmithG. W.HughesE. M.FriesK. M. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary. Reading & Writing Quarterly, 31(3), 235–252. https://doi.org/10.1080/10573569.2015.1030995
47.
SchrankF. A.MatherN.McGrewK. S. (2014). Woodcock-Johnson IV Tests of Achievement. Riverside.
48.
SmithR. A.PriceM. D.ArsenaultT. L.PowellS. R.SmithE.HebertM. (2024). Pre-service teachers and mathematics writing. In ColonesseM. W.CasaT.CardettiF. (Eds.), Illuminating and advancing the path for mathematical writing research. IGI Global. https://doi.org/10.4018/978-1-6684-6538-7.ch002
49.
VannestK. J.ParkerR. I.GonenO.AdiguzelT. (2016). Single case research: Web-based calculators for SCR analysis (Version 2.0) [Web-based Application]. Texas A&M University. http://www.singlecaseresearch.org
50.
VillarrealV. (2015). Test review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement. Journal of Psychoeducational Assessment, 33(4), 391–398. https://doi.org/10.1177/0734282915569447
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
