Using Structured Instruction and Visuospatial Enhancements for Teaching Solid Shapes’ Properties to Primary Students with Specific Learning Disabilities or Attention Deficit Hyperactivity Disorder

This study compared the effectiveness of two instructional interventions for teaching geometric solid shapes to students with Specific Learning Disabilities (SLD) or Attention Deficit Hyperactivity Disorder (ADHD). The first used the Goal-oriented Instruction for Conscious Learning (GICL), a structured model incorporating Systematic Explicit Instruction with goal-setting based on Specific, Measurable, Achievable, Relevant, Time-bound SMART framework. The second combined GICL with visuospatial support. Fifty sixth-grade Greek students participated in a quasi-experimental design with pre- and post-assessments. Both the control group (GICL) and the experimental group (GICL and visuospatial supports) showed significant improvement in distinguishing solid shapes, identifying properties and calculating volume. However, no significant difference was found in the magnitude of the improvements between the two interventions. The findings discussed the effectiveness of GICL and the potential role of visuospatial support for students with SLD or ADHD.