Learning Disability Quarterly

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students
With Mathematics Difficulties
Lisa L. Morin, PhD, Silvana M. R. Watson, PhD, Peggy Hester, PhD, Sharon Raver, PhD
First Published February 3, 2017 Research Article
https://doi.org/10.1177/0731948717690116

Article Information
Volume: 40 issue: 2, page(s): 91-104
Article first published online: February 3, 2017; Issue published: May 1, 2017

Lisa L. Morin, PhD1, Silvana M. R. Watson, PhD1, Peggy Hester, PhD1, Sharon Raver, PhD1
1Old Dominion University, Norfolk, VA, USA

Corresponding Author:



Lisa L. Morin, Department of Communication Disorders & Special Education, Old Dominion University, Norfolk, VA
23529, USA. Email: lmorin@odu.edu

Abstract
For students with mathematics difficulties (MD), math word problem solving is especially
challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar
model drawing, on the mathematical problem-solving skills of students with MD. The study
extended previous research that suggested that schematic-based instruction (SBI) and cognitive
strategy instruction (CSI) delivered within an explicit instruction framework can be effective in
teaching various math skills related to word problem solving. A multiple-baseline design replicated
across groups was used to evaluate the effects of the intervention of bar model drawing on math
problem-solving performance of students with MD. Student achievement was measured in terms of
increased correct use of cognitive strategies and overall accuracy of math word problem solving.
Results showed that bar modeling drawing is an effective strategy for increasing elementary
students’ accuracy in solving math word problems and their ability to use cognitive strategies to
solve the problems.
Keywords
cognitive strategy instruction, schematic-based instruction, mathematics difficulties, word problem
solving, bar model drawing

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