标题：Comparing the Effectiveness of Four Interventions for the Support of Students with Learning Disabilities in Acquiring Arithmetic Combinations of Multiplication and Division
摘要：In this present study we examined the effectiveness of four instructional interventions to support students with learning disabilities in their attempt to learn multiplication and division arithmetic combinations. All interventions had a common teaching core based on the principles of effective instruction, which was applied in the control group. The first experimental group’s intervention included, besides principles of effective instruction, an alternative grouping of arithmetic combinations. The second experimental group’s Intervention included a combination of 1st experimental group’s intervention as well as some strategies for arithmetic combinations. Finally, the intervention to the third experimental group consisted of the second experimental group’s intervention plus components of number sense. The results showed that the students of all groups presented significant improvement in learning arithmetic combinations, while no significant differences were encountered among groups. However, there was a differentiation concerning the effect of specific techniques in experimental groups in relation to the special characteristics of multiplication and division arithmetic combinations. This document gives formatting instructions for authors preparing papers for publication in the journal. Authors are encouraged to prepare manuscripts directly using this template. This template demonstrates format requirements for the Journal.
关键词：learning disabilities; arithmetic combinations; effective instruction; alternative grouping; fact strategies; number sense
