Via a dmonstration-plus-modl technique, the equal additions method of subtraction was used to teach subtraction requiring regmuping. A multiple baseline design acmss elementary aged studnts labeled learning disabled was med to evaluate the equal adfitions method. Within subjects, a multiple probe design across problem types was utilized to determine generalization to new problem types and maintenance of trained problem types. Results suggest that instruction in the equal adfitions method of subtraction was effective in pducing an increase in student's computation of subtraction with regmuping. In adfition, all studnts showed some generalization to untrained pblem gpes.
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