The Impact of the CRA Model and Cognitive Scaffolding on the Understanding of Perimeter and Area by Students with Specific Learning Disabilities and Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

The study investigated the effectiveness of two educational interventions on 50 students with Specific Learning Disabilities (SLD) or Attention Deficit Hyperactivity Disorder (ADHD), aimed at improving their geometric performance in tasks related to perimeter and area of geometric shapes. The first intervention, grounded in the core principles of Systematic Explicit Instruction (SEI), was implemented with the control group. The second intervention combined the same instructional approach with enhancements in visuospatial ability and verbal working memory, and was applied to the experimental group. Both groups demonstrated statistically significant improvements, with no significant differences between the interventions overall. However, students with SLD showed greater benefits from the cognitive enhancements. The findings are discussed in relation to the efficacy of Direct Instruction and the role of cognitive skills and enhancements in improving geometric performance.