فاعلية استراتيجية المخططات المعرفية في تحسين حل المشكلات الرياضية اللفظية والذاكرة العاملة لدى التلاميذ ذوي صعوبات التعلم بالصف الثالث الأساسي بسلطنة عمان
This study aims to examine the effectiveness of a schema-based instruction strategy in improving mathematics word problem solving and working memory performance of third grade students with learning disabilities. This study adopted a quasi-experimental design. Forty third grade students from both genders, who were referred for learning disabilities program in schools in Al-Musnaa at Al-Batinah South Governorate participated in the study. Students received a diagnosis of LD based on the aptitude discrepancy model in which an achievement test and an aptitude test (Raven’s Colored Successive Matrices) were used to determine the existence of a discrepancy. Students were divided into two equal groups, a control group and experimental group, each group included (20) students. Study instruments included a mathematics word problem solving test, a working memory test, and the schema-based intervention program. Results of the study showed that there were statistically significant differences between the mean scores of controls groups and experimental in word problem solving and working memory performance. More specifically, there were statistically significant differences in students of the experimental group in the word problem solving performance between the pre, during the implementation, and post intervention phases in favor of the post intervention phases and in favor of the type of Assembly problems. Implication of using schema-based instruction strategy with students with LD are discussed in the light of the study findings. (Author’s abstract)