For a 6th-grade student with specific learning disabilities in math who struggles with word problems, what is the most appropriate next step?

• A. Offering a highly structured intervention that breaks down word problems into smaller, manageable parts and provides visual supports.
• B. Asking the student to attempt a series of complex word problems.
• C. Removing word problems from the curriculum entirely.
• D. Giving the student minimal support to encourage independence.

Answer: (A)

The most appropriate next step for a 6th-grade student with specific learning disabilities in math who struggles with word problems is to provide a highly structured intervention that breaks down word problems into smaller, manageable parts and incorporates visual supports. This approach is effective because it acknowledges the student's difficulties and provides targeted strategies to help them understand and solve word problems more effectively.

By breaking down problems, the student can focus on one element at a time, reducing cognitive overload and allowing them to build confidence and skills progressively. Visual supports can further enhance understanding by providing concrete representations of abstract concepts, which is especially beneficial for students with learning disabilities. This method promotes a step-by-step understanding while fostering problem-solving skills in a supportive environment.

In contrast, options that suggest attempting complex problems without adequate foundational support or removing word problems entirely do not address the student's learning needs. Encouraging independence through minimal support might lead to frustration or further challenges without the necessary understanding and practice. Thus, the structured intervention is the most effective way to help the student succeed and improve their mathematical problem-solving abilities.