Using a Demonstration Strategy to Teach Midschool Students with Learning Disabilities How to Compute Long Division

The influence of a modeling technique on the acquisition of long division by eight students with learning disabilities was studied. The instructional intervention, which included demonstration, imitation, and key guide words, was found to be effective. Initial assessment scores of division problems were 0%. With the application of the intervention, students mastered (2 out of 3 days at 100) each long division skill in minimal time (ranging from 2 to 9 days).