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Participants viewed video segments teaching the Look, Ask, Pick (LAP) strategy to solve fraction problems. Intervention results showed substantial performance gains for all students, with two displaying immediate, progressive, and overall effects, and the third showing progressive and overall effects without immediate impact. Effect-size measures indicated strong, statistically significant improvements, and participant feedback reflected high enjoyment and perceived multiplication-skill gains.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-video-modeling-on-the-fraction-mastery-of-seventh-grade-students-with-learning-disabilities/577477/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-video-modeling-on-the-fraction-mastery-of-seventh-grade-students-with-learning-disabilities/577477.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What intervention is evaluated in this study?","Question",{"text":111,"@type":112},"The study evaluates video modeling for teaching the Look, Ask, Pick (LAP) strategy to solve fraction problems.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did students with learning disabilities respond to the intervention?",{"text":116,"@type":112},"All three seventh-grade students showed substantial performance improvements, with effect patterns differing across participants (immediate gains for two; delayed immediate impact for one).",{"name":118,"@type":109,"acceptedAnswer":119},"How were the intervention effects measured?",{"text":120,"@type":112},"Descriptive statistics and effect size measures were used to assess treatment efficacy, and the results confirmed strong, statistically significant improvements for all participants.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},577477,1792031811,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":31},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Insights into Learning Disabilities 21(2), 153-172, 2024 Copyright @ by LDW 2024  \nThe Effect of Video Modeling on the Fraction Mastery of Seventh-Grade Students with Learning Disabilities  \nNicole Müllerke  \nSpecial School Geisbach, Hennef, Germany  \nLinda Bell  \nLVR-Ernst-Jandl-Schule, Germany  \nJennifer Karnes  \nAnne Barwasser  \nMatthias Grünke  \nUniversity of Cologne, Germany  \nThis single-case study investigates the effectiveness of video modeling for teaching the Look, Ask, Pick (LAP) strategy to three seventh-grade students with learning disabilities. The participants watched video segments explaining the technique to solve fraction problems. Results from the intervention revealed substantial performance improvements in all students.  \nDescriptive statistics and effect size measures, used to assess the treatment’s efficacy, indicated that two students exhibited immediate, progressive, and overall treatment effects, while the third student showed progressive and overall effects without an immediate impact. The effect size measures confirmed strong and statistically significant improvements for all participants. Findings highlight video modeling as an effective instructional approach for students with learning disabilities. Additionally, participant feedback reflected high enjoyment and a perceived enhancement in multiplication skills, suggesting strong social validity for the intervention.   \nKeywords: video modeling, learning disabilities, single-case study, Look Ask Pick strategy, fractions, intervention effectiveness  \nIntroductIon  \nThe Critical Role of Fraction Proficiency  \nMathematics plays a vital role in education, professional development, and everyday life. Among the various concepts in this context, proficiency in working with fractions is particularly important, as it forms the foundation for later success in more advanced areas of mathematics (Ennis & Losinski, 2019; Grünke & Barwasser, 2024; Morris et al., 2022; Schadl & Ufer, 2023; Siegler & Lortie-Forgues, 2017) . Research has consistently revealed a strong connection between students’ understanding of fractions and their overall mathemati-  \nInsights into Learning Disabilities is published by Learning Disabilities Worldwide (LDW) . For further information about learning disabilities, LDW’s many other publications and membership, please visit our [website: www.ldworldwide.org](website: www.ldworldwide.org).  \nInsights into Learning Disabilities 21(2), 153-172, 2024  \ncal performance. Siegler et al. (2013) demonstrated a significant correlation between fraction knowledge and general mathematics achievement. Torbeyns et al. (2015) obtained similar results in an international study involving sixth-and eighth-grade students. Mastering fractions is essential not only for excelling in areas such as data analysis, probability, measurement, geometry, ratios, and algebra but also for developing broader mathematical literacy (Chval et al., 2013) .  \nBeyond academic success, the ability to work with fractions is critical for everyday tasks such as adjusting recipes, taking measurements, and managing finances (Grünke & Barwasser, 2024; Mazzocco & Devlin, 2008; Obersteiner et al., 2019; Siegler & Lortie-Forgues, 2017) . Moreover, numerous middle-income professions, such as nursing, carpentry, and auto mechanics, that do not demand advanced mathematical skills require knowledge of fractional mathematics (Tian & Siegler, 2017) . In 2016, a survey of over 2,300 workers revealed that 68% of the participants reported using fractions in their daily tasks (Handel, 2016) . Considering the significant impact of fraction competence on success in future careers, it is concerning that many students struggle with this foundational skill (Tian & Siegler, 2017) .  \nChallenges in Teaching Fractions to Students With Learning Disabilities  \nAlthough elementary school instruction focuses on basic fraction operations, a significant proportion of children, particularly those with identif","cbCaiuu8UmxalWRK","https://ap.wps.com/l/cbCaiuu8UmxalWRK","pdf",407549,"English","# Introduction\n## The Critical Role of Fraction Proficiency\n## Challenges in Teaching Fractions to Students With Learning Disabilities\n## Effective Intervention Strategies for Fraction Mastery","[{\"question\":\"What intervention is evaluated in this study?\",\"answer\":\"The study evaluates video modeling for teaching the Look, Ask, Pick (LAP) strategy to solve fraction problems.\"},{\"question\":\"How did students with learning disabilities respond to the intervention?\",\"answer\":\"All three seventh-grade students showed substantial performance improvements, with effect patterns differing across participants (immediate gains for two; delayed immediate impact for one).\"},{\"question\":\"How were the intervention effects measured?\",\"answer\":\"Descriptive statistics and effect size measures were used to assess treatment efficacy, and the results confirmed strong, statistically significant improvements for all participants.\"}]","The Effect of Video Modeling on the Fraction Mastery of Seventh-Grade Students with Learning Disabilities | PDF"]