Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = __). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effec-tiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 = __). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condi-tion, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teach-ers' differential choices of methods of instruction for students with different learning characteristics are discussed.
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