Arithmetic Performance of Students: Implications for Standards and Programming

By J. Cawley, Rene S. Parmar, Teresa E. Foley, S. Salmon, Sharmila Roy. 2001

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Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, background): “…through 14 demonstrated very little progress in computation from one year to the next (Cawley, Parmar, Yan, & Miller, 1998), and students with mild disabilities demonstrated computational performance considerably lower than their general education peers (Cawley, Parmar, Foley, Salmon, & Roy, 2001).”
Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems (2005, background): “Specifically, these students perform at significantly lower levels than students without disabilities on all problem types, especially problems that involve indirect language, extraneous information, and multisteps (Briars & Larkin, 1984; Cawley et al., 2001; Englert, Culatta, & Horn, 1987; Lewis & ”