Abstract:

Understanding fundamental geometric concepts, such as points, line segments and angles is crucial for developing higher-level geometric knowledge and solving complex problems. However, students with Specific Learning Disabilities (SLD) often fail in trying to acquire such concepts. The present study investigated the effects of two interventions used for teaching the aforementioned concepts to students with SLD. The first intervention combined Systematic Explicit Instruction (SEI) and multiple representations (Concrete-Representational-Abstract [CRA] approach), whereas the second intervention incorporated visual-spatial skill enhancement in the context of the first intervention, thus producing a three-legged construct. Thirty sixth-grade students with SLD participated in a quasi-experimental design, divided into control and experimental groups. Data were collected through pre-, post-, and follow-up tests. The results revealed no significant differences between the two groups at pre- intervention assessment, which established certain common errors, such as difficulties of both groups in identifying the endpoints of line segments and distinguishing correct and incorrect examples of angles. At post-intervention, both groups showed significant improvement, which was sustained over a three-week period. There were no significant differences between the groups either at post- test or at follow - up, suggesting that the SEI combined with CRA was equally effective as the approach incorporating visual enhancements with regard to fostering understanding of points, lines and angles in the SLD population. These findings highlight the power of structured instruction with clear goals, well-defined stages, and multiple representations when teaching Geometry to struggling learners, such as students with SLD.

Keywords:

Specific Learning Disabilities (SLD), Systematic Explicit Instruction (SEI), points, line segments, angles.