Abstract
We made teaching materials using patterns of problems that were based on the level of comprehesion of the context. Using these materials, we did individualized instruction for 1 hour per week for 5 students with hearing impairments who were in the second and third grades of elementary school, and we examined the effect of the materials. The result of tests given after instruction was completed was that the children achieved 91%-100% on the area of quantity, and 75%-100% on the area of order. This result shows that instruction using these teaching materials and patterns of problems is effective. The students' language ability was tested by a standardized reading test. Four children showed improved comprehension of clauses, and one student achieved an improvement in the comprehension of sentences. From the above, we conclude that instruction on arithmetic word problems does not nessessarily lead children to comprehend sentences better, but it does lead them to comprehend clauses better.
