Effectiveness of Number Lines and Touch Points With Students With Speech Impairment

Date

Spring 2016

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Gaining mathematical skills is an important aspect to students’ education, career, and daily living. Many students with speech and language impairment (SLI) struggle with grasping basic mathematical concepts; math, being a symbolic system much like language. Due to poor addition skills, four elementary students with SLI were recruited to examine two mathematical strategies. Number line and touch points strategies were taught using an alternating treatments design to research which strategy was more effective in learning addition skills. Results indicate that the students showed greater immediacy using touch points as compared to number lines. In conclusion, the touch point strategy emerged as a feasible way to teach addition to students with speech impairments and may be used to maintain these results and teach more complex addition skills.

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