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dc.contributor.advisorUmber, Robin E.
dc.contributor.authorMiller, Stephanie
dc.date.accessioned2021-09-07T21:43:00Z
dc.date.available2021-09-07T21:43:00Z
dc.date.issued5/1/2001
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5044
dc.description.abstractThis study was designed to test the hypothesis that including children's literature in the mathematics curriculum improves understanding of math concepts for children with learning disabilities. The subjects included 47 third grade students from a suburban school district outside of Rochester, New York. The children were divided into experimental and control groups. The control group received their regular mathematics curriculum, while the experimental group received the addition of children's literature to the regular curriculum. No statistical significance was noted quantitatively, while qualitatively, improvements were noted in children's attitudes and involvement with the curriculum.
dc.subjectChildren's Literature
dc.subjectMathematics Curriculum
dc.subjectLearning Disability
dc.subjectLD
dc.subjectStudent Comprehension
dc.subjectStudent Achievement
dc.titleAn Investigation of the Effects of Using Literature to Promote the Understanding of Mathematical Concepts in Children with Learning Disabilities
dc.typethesis
refterms.dateFOA2021-09-07T21:43:00Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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