EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING

UÇAR, AHMET SERHAT; karabulut, alpaslan; Özkubat, Ufuk

EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING

Alpaslan KARABULUT, (Bolu Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü, Bolu, Türkiye)

Ufuk ÖZKUBAT, (Gazi Üniversitesi, Gazi Eğitim Fakültesi, Özel Eğitim Bölümü, Ankara, Türkiye)

Ahmet Serhat UÇAR (Anadolu Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü, Eskişehir, Türkiye)

International Online Journal of Primary Education

2 0

Yıl: 2021 Cilt: 10 Sayı: 2 Sayfa Aralığı: 397 - 414 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING

Öz:

Mnemonic strategies provide information about which steps should be followed respectively while solving students' mathematical problems. The main purpose of this study is to examine the effectiveness of READER problem solving strategy, which is one of the mnemonic strategies, on problem solving performances of students with intellectual disabilities. In the study, the generalization of students' performances in change problems to classification and comparison problems and their ability to maintain this performance were determined. Three students participated in the study and "Multiple Probe Design", one of the experimental designs with a single subject, was used in the study. READER strategy teaching was carried out with the Self Regulation Strategy Development teaching approach. Findings were graphically illustrated and analysed. Research findings showed that the READER strategy was effective in solving change problems for students with intellectual disabilities and that the students who gained this strategy continued their problem solving performance 1, 3 and 5 weeks after the intervention ended. In addition, it was found that students generalized their change problem-solving performances to classification and comparison problem types, and continued their generalized performance even after 2, 3 and 4 weeks. Research findings were discussed within the framework of problem solving literature and theoretical views. Suggestions were also made for future research.

Anahtar Kelime: SRSD READER strategy math problem solving intellectually disabled.

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

Alghamdi, A., Jitendra, A. K., & Lein, A. E. (2020). Teaching students with mathematics disabilities to solve multiplication and division word problems: The role of schema-based instruction. ZDM, 52(1), 125-137. https://doi.org/10.1007/s11858-019-01078-0
Baki, K. (2014). The effects of schema-based strategy instruction on the mathematical word problem solving skills of students with intellectual disability, (Unpublished Master Thesis). Anadolu University, Eskişehir.
Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment. 2(2), 229-241.
Bottge, B. A., & Cho, S. J. (2013). Effects of enhanced anchored instruction on skills aligned to common core math standards. Learning Disabilities: A Multidisciplinary Journal, 19(2), 73-83. https://doi.org/10.18666/LDMJ-2013-V19-I2-4796
Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., & Cho, S. J. (2014). Effects of blended instructional models on math performance. Exceptional Children, 80(4) 423- 437. https://doi.org/10.1177/0014402914527240
Bottge, B. A., Rueda, E., Grant, T. S., Stephens, A. C., & Laroque, P. T. (2010). Anchoring problem-solving and computation instruction in context-rich learning environments. Exceptional Children, 76(4), 417-437. https://doi.org/10.1177/001440291007600403
Bottge, B. A., Rueda, E., LaRoque, P. T., Serlin, R. C., & Kwon, J. (2007). Integrating reform‐oriented math instruction in special education settings. Learning Disabilities Research & Practice, 22(2), 96-109. https://doi.org/10.1111/j.1540-5826.2007.00234.x
Butler, F. M., Miller, S. P., Crehan, K., Babbitt, B., & Pierce, T. (2003). Fraction instruction for students with mathematics disabilities: Comparing two teaching sequences. Learning Disabilities Research & Practice, 18(2), 99-111. https://doi.org/10.1111/1540-5826.00066
Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26(1), 1-19. https://doi.org/10.1177/002246699202600101.
Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem solving skills of students with mild disabilities. Journal of Behavioral Education, 6(2), 153-172. https://doi.org/10.1007/BF02110230
Cawley, J. F., Parmar, R., Yan, W., & Miller, J. H. (1998). Arithmetic computation performance of students with learning disabilities: Implications for curriculum. Learning Disabilities Research and Practice 13(2), 68-74
Chung K. H., & Tam, Y. H. (2005) Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual and Developmental Disability, 30(4), 207-216. https://doi.org/10.1080/13668250500349409
Coughlin, J., & Montague, M. (2010). The effects of cognitive strategy instruction on the mathematical problem solving ability of adolescents with spina bifida. Journal of Special Education, 45, 171-183.
Daniel, G. E. (2003). Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities, (Unpublished Doctorate Thesis). Ohio State University, Columbus.
Freeman‐Green, S. M., O'Brien, C., Wood, C. L., & Hitt, S. B. (2015). Effects of the SOLVE strategy on the mathematical problem solving skills of secondary students with learning disabilities. Learning Disabilities Research & Practice, 30(2), 76-90. https://doi.org/10.1111/ldrp.12054
Fuchs, L. S., Powell, S. R., Cirino, P. T., Schumacher, R. F., Marrin, S., Hamlett, C. L., & Changas, P. C. (2014). Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge? Journal of Educational Psychology, 106, 990-1006. https://doi.org/10.1037/ a0036793
Gagnon, J. C., & Maccini, P. (2001). Preparing students with disabilities for algebra. Teaching Exceptional Children, 34(1), 8-15.
Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20(2), 130-133.
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instrucoction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
Ginsburg, H. (1997). Entering the child's mind: The clinical interview in psychological research and practice. Cambridge University Press.
Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (p. 323–344). The Guilford Press.
Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. The Journal of Educational Research, 102(3), 187-202. https://doi.org/10.3200/JOER.102.3.187-202
Harris, K. R., & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley, K. R. Harris, & J. T Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 277-309). New York: Academic Press.
House, A. W., House, B. G., & Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3(1), 37-57. https://doi.org/10.1007/BF01321350
Hunt, J. H., & Vasquez, E. (2014). Effects of ratio strategies intervention on knowledge of ratio equivalence for students with learning disability. The Journal of Special Education, 48(3), 180-190. https://doi.org/10.1177/0022466912474102
Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16(1), 34-63. https://doi.org/10.2307/1511158
Iseman, J. S., & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44,(2) 184-195. https://doi.org/10.1177/0022219410391190
Ives, B. (2007). Graphic organizers applied to secondary algebra instruction for students with learning disorders. Learning Disabilities Research & Practice, 22(2), 110-118. https://doi.org/10.1111/j.1540-5826.2007.00235.x
Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431. https://doi.org/10.1177/002221949602900410
Jitendra, A. K., & Star, J. R. (2012). An exploratory study contrasting highand low-achieving students’ percent word problem solving. Learning and Individual Differences, 22, 151-158. https://doi.org/10.1016/j.lindif.2011.11.003
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), 115-127. https://doi.org/10.1037/0022-0663.99.1.115
Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special education, 20(1), 50-64. https://doi.org/10.1177/074193259902000108
Jitendra, A., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77(2), 135-159. https://doi.org/10.1177/001440291107700201
Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of schema-basedword-problem solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 23-38. https://doi.org/10.1177/00224669020360010301
Karabulut, A. (2015). Effectiveness of “understand and solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilities, (Unpublished Doctorate Thesis). Gazi University, Ankara
Karabulut, A., & Özkubat, U. (2019). Problem solving. Alptekin, S. (Ed), Mathematics in Special Education (pp. 263-293). Eğiten.
Karabulut, A., & Özkubat, U. (2021). Effective methods and techniques in teaching mathematics. Kargın, T. Güldenoğlu, B. İ. (Eds), Teaching mathematics in special education (pp. 70-106). Pegem Academy Publishing.
Karabulut, A., & Özmen, E. R. (2018). Effect of “understand and solve!” strategy ınstruction on mathematical problem solving of students with mild ıntellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77-90. https://doi.org/10.26822/iejee.2018245314
Karabulut, A., Yıkmış, A., Özak, H., & Karabulut, H. (2015). The effect of schema based problem solving strategy on problem solving performance of students with intellectual disabilities. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(Special Issue), 243-258. https://doi.org/10.17240/aibuefd.2015.15.0-5000128657
Kot, M., & Yıkmış, A. (2018). The effects of schema-based ın¬struction on the mathematical problem solving skills of children with mental retardation. Journal of Kalem Education and Human Sciences, 8(2), 335-358. https://doi.org/10.1177/002221949602900410
Krawec, J., Huang, J., Montague, M., Kressler, B., & de Alba, A. M. (2013). The effects of cognitive strategy instruction on knowledge of math problem-solving processes of middle school students with learning disabilities. Learning Disability Quarterly, 36,(2), 80-92. https://doi.org/10.1177/0731948712463368
Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24(2), 97-114. https://doi.org/10.1177/07419325030240020501
Maccini, P., & Hughes, C. A. (2000). Effects of a problem-solving strategy on the introductory algebra performance of secondary students with learning disabilities. Learning Disabilities Research & Practice, 15(1), 10-21. https://doi.org/10.1207/SLDRP1501_2
Maccini, P., & Ruhl, K. L. (2000). Effects of graduated instructional sequence on the algebraic subtraction of integers by secondary students with disabilities. Education and Treatment of Children, 23(4), 465-489. https://www.jstor.org/stable/42899634
Mancl, D. B. (2011). Investigating the effects of a combined problem-solving strategy for students with learning difficulties in mathematics, (Unpublished Doctorate Thesis). University of Nevada, Las Vegas.
Montague, M., & Bos, C. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19, 26-33
Montague, M. (1984). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents, (Unpublished Doctorate Thesis). University of Arizona, Arizona.
Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25(4), 230-248. https://doi.org/10.1177/002221949202500404.
Montague, M. (1997). Student perception, mathematical problem solving, and learning disabilities. Remedial and Special Education, 18(1), 46-53. https://doi.org/10.1177/074193259701800108
Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285-302. https://doi.org/10.1177/001440290907500302.
Montague, M., Applegate, B., & Marquard, K. (1993). Cognitive strategy instruction and mathematical problem-solving performance of students with learning disabilities. Learning Disabilities Research and Practice, 8(4), 223-232. https://doi.org/10.1177/002221949703000204.
Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262-272. https://doi.org/10.1177/0731948711421762.
Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469-481. https://doi.org/10.1037/a0035176.
Morin, L. L., Watson, S. M., Hester, P., & Raver, S. (2017). The use of a bar model drawing to teach word problem solving to students with mathematics difficulties. Learning Disability Quarterly, 40,(2), 91-104. https://doi.org/10.1177/0731948717690116
Naglieri, J. A., & Johnson, D. (2000). Effectiveness of a cognitive strategy intervention in improving arithmetic computation based on the PASS theory. Journal of Learning Disabilities, 33(6), 591-597. https://doi.org/10.1177/002221940003300607
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics, National Council of Teachers of Mathematics, Reston, VA.
Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268-278. https://doi.org/10.1177/07419325020230050201
Özkubat, U. (2019). An examination of the relationships between cognitive strategies and metacognitive functions used during mathematical problem solving by the students with learning disabilities, low achieving, and average achieving, (Unpublished Doctorate Thesis). Gazi University, Ankara.
Özkubat, U., & Karabulut, A. (2021). Cognitive strategy instruction for mathematical problem solving. Kargın, T. Güldenoğlu, B. İ. (Eds), Teaching mathematics in special education (pp. 142-171). Pegem Academy Publishing.
Özkubat, U., & Özmen, E. R. (2018). Analysis of mathematical problem solving process of students with learning disability: Implementation of think aloud protocol. Ankara University Faculty of Educational Sciences Journal of Special Education, 19(1), 155-180. https://doi.org/10.21565/ozelegitimdergisi.299494
Özkubat, U., & Özmen, E. R. (2020). Turkish Adaptation of the Metacognitive Experiences Questionnaire in Solving Math Problems. OPUS International Journal of Society Researches, 16(31), 3958-3984. https://doi.org/10.26466/opus.736793.
Özkubat, U., & Özmen, E. R. (2021). Determining the cognitive and metacognitive strategies used by students with learning disabilities and low- and average-achieving during mathematical problem solving. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(3), 639-676.
Özkubat, U., Karabulut, A., & Akçayır, İ. (2020). Solving mathematics problems using schemas: Examining schema-based instructional interventions from the perspective of students with learning disabilities. Ondokuz Mayis University Journal of Education Faculty, 39(2), 327-342. https://doi.org/10.7822/omuefd.774137
Özkubat, U., Karabulut, A., & Özmen, E. R. (2020). Mathematical problem-solving processes of students with special needs: A cognitive strategy instruction model 'Solve It!'. International Electronic Journal of Elementary Education, 12(5), 405-416. https://doi.org/10.26822/iejee.2020562131
Özkubat, U., Karabulut, A., & Sert, C. (2021b). Math problem solving interventions for middle school students with learning disabilities: A comprehensive literature review. Ankara University Faculty of Educational Sciences Journal of Special Education, 1-28. https://doi.org/10.21565/ozelegitimdergisi.774650
Özkubat, U., Karabulut, A., & Uçar, A. S. (2021a). Investigating the effectiveness of star strategy in math problem solving. Journal of Progressive Education. 17(2), 83-100.
Peltier, C., & Vannest, K. J. (2016). Utilizing the STAR strategy to improve the mathematical problem-solving abilities of students with emotional and behavioral disorders. Beyond Behavior, 25(1), 9-15.
Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching exceptional children, 51(1), 31-42. https://doi.org/10.1177/0040059918777250
Reid, R., & Lienemann, T. O. (2006). Self-regulated strategy development for students with learning disabilities. Teacher Education and Special Education, 29(1), 3-11. https://doi.org/10.1177/088840640602900102.
Rockwell, S. B., Griffin, C. C., & Jones, H. A. (2011). Schema-based strategy instruction in mathematics and the word problem-solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95. https://doi.org/10.1177/1088357611405039
Romberg, T. A. (1993). How one comes to know: Models and theories of the learning of mathematics. In Investigations into assessment in mathematics education (pp. 97-111). Springer, Dordrecht.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: a think-aloud analysis. Journal of Learning Disabilities, 44(6) 508-520. https://doi.org/10.1177/0022219410378445.
Sanders, S., Losinski, M., Parks Ennis, R., White, W., Teagarden, J., & Lane, J. (2019). A meta-analysis of self-regulated strategy development reading interventions to improve the reading comprehension of students with disabilities. Reading & Writing Quarterly, 35(4), 339-353. https://doi.org/10.1080/10573569.2018.1545616
Scheuermann, A. M., Deshler, D. D., & Schumaker, J. B. (2009). The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learning Disability Quarterly, 32(2), 103-120.
Strickland, T. K., & Maccini, P. (2013). The effects of the concrete-representationalabstract-integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34(3), 142-153.
Test, D. W., & Ellis, M. F. (2005). The effects of LAP fractions on addition and subtraction of fractions with students with mild disabilities. Education and Treatment of Children, 28(1), 11-24.
Tok, Ş., & Keskin, A. (2012). The effect of fast draw learning strategy on the academic achievement and attitudes towards mathematics. International Journal of Innovation in Science and Mathematics Education, 20(4), 1-15
Tufan, S., & Aykut, Ç. (2018). The effect of schema based strategy and self-monitoring on problem solving performance of students with mild intellectual disability. İlkogretim Online, 17(2), 613-641. https://doi.org/10.17051/ilkonline.2018.419005
Tuncer, A. T. (2009). The effects of schema based word problem solving strategy on problem solving performance of students with visual impairment. Education and Science, 34(153), 183-197.
Van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39(6), 496-506.
Van Garderen, D. (2007). Teaching students with LD to use diagrams to solve mathematical word problems. Journal of Learning Disabilities, 40(6), 540-553. https://doi.org/10.1177/00222194070400060501
Walker, D. W., & Poteet, J. A. (1990). A comparison of two methods of teaching mathematics story problem-solving with learning disabled students. National Forum of Special Education Journal, 1(1), 44-51.
Whitby, P. J. S. (2012). The effects of solve it! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 28(2) 78-88.
Xin, Y. P. (2008). The effect of schema-based instruction in solving mathematics word problems: An emphasis on prealgebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education, 39, 526-551.
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word Problem Solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), 181-192. https://doi.org/10.1177/00224669050390030501
Xin, Z., & Zhang, L. (2009). Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children's realistic problem solving. Learning and Individual Differences, 19(1), 124-129.

APA	karabulut a, Özkubat U, UÇAR A (2021). EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. , 397 - 414.
Chicago	karabulut alpaslan,Özkubat Ufuk,UÇAR AHMET SERHAT EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. (2021): 397 - 414.
MLA	karabulut alpaslan,Özkubat Ufuk,UÇAR AHMET SERHAT EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. , 2021, ss.397 - 414.
AMA	karabulut a,Özkubat U,UÇAR A EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. . 2021; 397 - 414.
Vancouver	karabulut a,Özkubat U,UÇAR A EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. . 2021; 397 - 414.
IEEE	karabulut a,Özkubat U,UÇAR A "EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING." , ss.397 - 414, 2021.
ISNAD	karabulut, alpaslan vd. "EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING". (2021), 397-414.

APA	karabulut a, Özkubat U, UÇAR A (2021). EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. International Online Journal of Primary Education, 10(2), 397 - 414.
Chicago	karabulut alpaslan,Özkubat Ufuk,UÇAR AHMET SERHAT EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. International Online Journal of Primary Education 10, no.2 (2021): 397 - 414.
MLA	karabulut alpaslan,Özkubat Ufuk,UÇAR AHMET SERHAT EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. International Online Journal of Primary Education, vol.10, no.2, 2021, ss.397 - 414.
AMA	karabulut a,Özkubat U,UÇAR A EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. International Online Journal of Primary Education. 2021; 10(2): 397 - 414.
Vancouver	karabulut a,Özkubat U,UÇAR A EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING. International Online Journal of Primary Education. 2021; 10(2): 397 - 414.
IEEE	karabulut a,Özkubat U,UÇAR A "EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING." International Online Journal of Primary Education, 10, ss.397 - 414, 2021.
ISNAD	karabulut, alpaslan vd. "EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING". International Online Journal of Primary Education 10/2 (2021), 397-414.