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Generalization of word problem solving using schema-based instruction for students with disabilities: a systematic review.

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Title: Generalization of word problem solving using schema-based instruction for students with disabilities: a systematic review.
Authors: Sulaimon, Tolulope O.1 (AUTHOR) t_sulaimon@uncg.edu, Alber-Morgan, Sheila R.2 (AUTHOR), Busari, Isiaka O.3 (AUTHOR), Gallmeyer, Marcella M.4 (AUTHOR)
Source: Preventing School Failure. 2026, Vol. 70 Issue 2, p112-122. 11p.
Subject Terms: *Students with disabilities, *Word problems (Mathematics), *Teaching methods, Generalization
Abstract: Word problem solving (WPS) is a critical yet challenging skill for students with disabilities, requiring mathematical understanding and text comprehension. Schema-Based Instruction (SBI) has been widely recognized as an effective approach to teaching WPS, which uses structured frameworks to help students identify problem types, organize information, and apply appropriate strategies. However, generalizing these skills across different contexts is crucial for practical application beyond the instructional setting. This systematic review examines the strategies and tactics used to promote the generalization of SBI for students with disabilities in K-12 education. Through an analysis of 30 single case studies that measured generalization and/or maintenance of SBI outcomes, we identified key strategies that enhance the transfer and maintenance of learned WPS skills, such as teaching sufficient examples, programming common stimuli, and promoting self-management. Results show that while many studies report successful generalization, there is variability in the approaches and outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Generalization of word problem solving using schema-based instruction for students with disabilities: a systematic review.
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2026, Vol. 70 Issue 2, p112-122. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink>
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  Label: Abstract
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  Data: Word problem solving (WPS) is a critical yet challenging skill for students with disabilities, requiring mathematical understanding and text comprehension. Schema-Based Instruction (SBI) has been widely recognized as an effective approach to teaching WPS, which uses structured frameworks to help students identify problem types, organize information, and apply appropriate strategies. However, generalizing these skills across different contexts is crucial for practical application beyond the instructional setting. This systematic review examines the strategies and tactics used to promote the generalization of SBI for students with disabilities in K-12 education. Through an analysis of 30 single case studies that measured generalization and/or maintenance of SBI outcomes, we identified key strategies that enhance the transfer and maintenance of learned WPS skills, such as teaching sufficient examples, programming common stimuli, and promoting self-management. Results show that while many studies report successful generalization, there is variability in the approaches and outcomes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1045988X.2025.2605633
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      – Code: eng
        Text: English
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        Type: general
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            – D: 01
              M: 04
              Text: 2026
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