The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations

Abstract

This study determined the effects of the Explicit Inquiry Routine (EIR), a teaching routine, on the math performance of 14 middle-school students with math learning disabilities. The routine integrates validated mathematical teaching practices from general education (inquiry, dialogue) and special education (intensive, explicit instruction) to engage students in an interactive inquiry process across multiple modes (concrete, representation, and abstract) of illustration and manipulation to develop an understanding of the one-variable equation. A multiple-baseline-across-students design was employed. Both statistical analysis and visual inspection indicated that students' scores increased and were maintained for up to 11 weeks after instruction was terminated. In addition, students transferred their skills to textbook word problems and standardized math achievement measures.