Zhang, D., Ding, Y., Stegall, J., & Mo, L. (2012). The effect of visual-chunking-representation accommodation on geometry testing for students with math disabilities . Learning Disabilities Research & Practice , 27 (4), 167–177. https://doi.org/10.1111/j.1540-5826.2012.00364.x

Geometry tasks were accommodated with visual-chunking representation, which was designed to increase the capacity of working memory for visual images. The comparison of non-accommodated to accommodated test item conditions was performed with two cycles of presenting then removing visual-chunking representation for each participant.

Participants were 4 grade 3 students with math disabilities that specifically limit their visual memory.

Performance was measured on comparable sets of geometry test items drawn from state assessment materials, both with and without the visual-chunking representation accommodation. Participants were also interviewed about their testing experiences.

Participants scored significantly better with the visual-chunking representation accommodation than without it. Participants also reported a preference for visual-chunking, and reported that the items were easier when using it. Limitations of the study were reported, and future research directions were suggested.