Applying Effective Instructional Strategies for Teaching Dyslexic Students in a Remedial College Algebra Course William R. Kitz Universityof WisconsinOshkosh Oshkosh, Wisconsin and
Robert T. Nash Universityof WisconsinOshkosh Oshkosh, Wisconsin
For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge. Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs. This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program. EFFECTIVE STRATEGIES FOR TEACHING REMEDIAL ALGEBRA TO COLLEGE STUDENTS WITH LEARNING DISABILITIES Many students with learning disabilities have difficulty with mathematics beginning in the elementary grades and continuing through grade school and high school (Lerner 1993; Smith 1991). Some dyslexics who succeed academically and go on to
143
144
TOOLS FOR REMEDIATION
college m a y find that they face a new and sometimes more challenging set of mathematics requirements at the postsecondary level. Although meeting these requirements at the postsecondary level may be difficult, they can be mastered if students receive effective and appropriate instruction for their special needs. The purpose of this article is twofold. First, we will describe an approach for teaching algebra, based on effective instruction research, that was developed, field tested, and refined over the past seven years with dyslexic students in the Project Success program at the University of Wisconsin Oshkosh. Second, we will present data regarding the effectiveness of the program. Project Success was f o u n d e d in 1979 to offer remedial instruction and academic and social support services to dyslexic students attending the University of Wisconsin Oshkosh. Students apply for the program before entering the university. Over 80% of the students who enter the program have been identified as learning disabled through the normal multidisciplinary process at a public or private school with the average age of identification being 8.7 years of age. Approximately 90% of students entering the program have not met the normal University of Wisconsin Oshkosh admissions requirements for high school class rank, ACT score, a n d / o r units of mathematics and sciences. Consequently, most Project Success students are relatively ,high risk" for academic failure, and because of this, all incoming Project Success students are required to take part in an eight-week summer transition program where reading, spelling, mathematics, written expression, and college survival skills are taught (see Kitz and Nash [1992] for additional information on Project Success's transition program). Table 1 provides descriptive data for two groups of students who have entered the program over the past 10 years--the lower quartile mathematics group, our target group for the program described in this article, and the remaining upper three quartile mathematics groups with whom we use many of the same strategies as well. Clearly, the lower quartile mathematics group has severe difficulty with math and has had little, if any, exposure to algebra in high school. Further, their reading and spelling skills are significantly poorer than students in the upper three quartiles. Originally, Project Success provided mainly remedial instruction in the areas of reading, spelling, and written expression. By 1983, as the program grew from approximately 30 to 90 students, it became apparent that m a n y students in the pro-
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APPLYING EFFECTIVEINSTRUCTIONAL STRATEGIES
TABLE 1. MEAN DESCRIPTIVE DATA FOR LOWEST QUARTILE A N D UPPER THREE QUARTILES IN MATHEMATICS PERFORMANCE, 1984-1992. Lowest Upper Three Quartile Math Quartile Math Measure Group Groups (n = 76 (n = 213)
ACT Comprehensive Math Language Skills WRAT-R Spelling (grade level score) WRAT-RReading (grade level score) Stanford Diagnostic Reading TestPassage Comprehension-Blue Level (grade level score) Reading Rate-8th grade material (Words per minute)
15.6 7.5
12.2
Robert T. Nash Universityof WisconsinOshkosh Oshkosh, Wisconsin
For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge. Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs. This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program. EFFECTIVE STRATEGIES FOR TEACHING REMEDIAL ALGEBRA TO COLLEGE STUDENTS WITH LEARNING DISABILITIES Many students with learning disabilities have difficulty with mathematics beginning in the elementary grades and continuing through grade school and high school (Lerner 1993; Smith 1991). Some dyslexics who succeed academically and go on to
143
144
TOOLS FOR REMEDIATION
college m a y find that they face a new and sometimes more challenging set of mathematics requirements at the postsecondary level. Although meeting these requirements at the postsecondary level may be difficult, they can be mastered if students receive effective and appropriate instruction for their special needs. The purpose of this article is twofold. First, we will describe an approach for teaching algebra, based on effective instruction research, that was developed, field tested, and refined over the past seven years with dyslexic students in the Project Success program at the University of Wisconsin Oshkosh. Second, we will present data regarding the effectiveness of the program. Project Success was f o u n d e d in 1979 to offer remedial instruction and academic and social support services to dyslexic students attending the University of Wisconsin Oshkosh. Students apply for the program before entering the university. Over 80% of the students who enter the program have been identified as learning disabled through the normal multidisciplinary process at a public or private school with the average age of identification being 8.7 years of age. Approximately 90% of students entering the program have not met the normal University of Wisconsin Oshkosh admissions requirements for high school class rank, ACT score, a n d / o r units of mathematics and sciences. Consequently, most Project Success students are relatively ,high risk" for academic failure, and because of this, all incoming Project Success students are required to take part in an eight-week summer transition program where reading, spelling, mathematics, written expression, and college survival skills are taught (see Kitz and Nash [1992] for additional information on Project Success's transition program). Table 1 provides descriptive data for two groups of students who have entered the program over the past 10 years--the lower quartile mathematics group, our target group for the program described in this article, and the remaining upper three quartile mathematics groups with whom we use many of the same strategies as well. Clearly, the lower quartile mathematics group has severe difficulty with math and has had little, if any, exposure to algebra in high school. Further, their reading and spelling skills are significantly poorer than students in the upper three quartiles. Originally, Project Success provided mainly remedial instruction in the areas of reading, spelling, and written expression. By 1983, as the program grew from approximately 30 to 90 students, it became apparent that m a n y students in the pro-
145
APPLYING EFFECTIVEINSTRUCTIONAL STRATEGIES
TABLE 1. MEAN DESCRIPTIVE DATA FOR LOWEST QUARTILE A N D UPPER THREE QUARTILES IN MATHEMATICS PERFORMANCE, 1984-1992. Lowest Upper Three Quartile Math Quartile Math Measure Group Groups (n = 76 (n = 213)
ACT Comprehensive Math Language Skills WRAT-R Spelling (grade level score) WRAT-RReading (grade level score) Stanford Diagnostic Reading TestPassage Comprehension-Blue Level (grade level score) Reading Rate-8th grade material (Words per minute)
15.6 7.5
12.2
